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Reading comprehension in bilingual children depends on the extent to which each language is used in daily life. To date, most bilingual studies have focused on children who learn the majority language as their second language (L2 bilingual children). In contrast, bilingual children learning the majority language as their first language (L1 bilingual children) have rarely been addressed. To bridge this gap, this study explored (a) mean differences in reading comprehension and its preschool predictors as well as (b) differential associations between these variables for children from different language groups. The study included 1,842 monolingual, 269 L1 bilingual, and 237 L2 bilingual children from the German National Educational Panel Study who were assessed on their reading comprehension in grade 4 of elementary school. Preschool predictors of reading included linguistic abilities and phonological processing skills that were obtained in kindergarten. The results indicate that after accounting for the children’s socioeconomic background, L2 bilingual children exhibited lower reading comprehension and linguistic skills than L1 bilingual children, who in turn were outperformed by monolingual children. In contrast, phonological processing skills were comparable across groups. Furthermore, the three language groups presented similar relationships between reading comprehension and its preschool predictors.

This study was to investigate how phonological processing and visual-spatial abilities contributed differently to arithmetic operations including addition, subtraction, multiplication, and division. Eighty-eight Chinese fifth graders completed a rapid digit naming task, a character rhyming task, a figure matching task, a 3D mental rotation task, and arithmetic calculation tasks. Results showed that when controlling for age, visual acuity, and nonverbal intelligence, phonological processing accounted for unique variance in both addition and multiplication, whereas visual-spatial processing explained unique variance in subtraction and division. In particular, rapid automatized naming (hereafter, RAN) explained more of the variance in addition than mental rotation did, although both were significantly associated with addition. Mental rotation explained more of the variance in subtraction than phonological awareness and RAN did, although the three skills were all related to subtraction. Importantly, RAN was a unique correlate of multiplication, while mental rotation was a unique correlate of division. These findings highlight different contribution of the phonological processing and visual-spatial skills underlying four arithmetic operations.

Mathematical abilities are important for children’s academic achievement during the primary education phase. Understanding which cognitive factors underlie individual differences in mathematics is essential to obtaining insights into children’s mathematical development. This study explored the roles of phonological processing skills and visual-spatial skills in arithmetic, mathematical problem solving, and mathematical reasoning among primary school children. Two hundred and fifty-one primary school children (mean age: 8.31 ± 0.89 years old), including 87 first graders, 83 s graders, and 81 third graders participated in this study. Children’s rapid automatized naming was measured using a rapid digit naming task, and phonological awareness was measured with a character rhyming task. Additionally, children’s visual perception was measured with a figure matching task, and mental rotation was measured with a 2D/3D mental rotation task. Children’s mathematical abilities were measured with three mathematics tests: calculation task, mathematical problem solving task, and mathematical reasoning task. Regression analyses and Bayesian hypothesis testing showed that phonological awareness uniquely contributed to children’s mathematical abilities, especially mathematical problem solving. The results suggest that phonological awareness serves as a key precursor of mathematical abilities during the primary education phase.

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.

The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset of formal education, whereas reading as well as spelling achievement was measured at the end of grade 1. The findings indicate that working memory does contribute to the prediction of early reading and spelling, and that this contribution outperforms that of general intelligence and phonological recoding from long-term memory during the early steps of reading and spelling acquisition. Moreover, the results show that phonological awareness mediates the effects of working memory capacities on early literacy outcomes. The role of working memory and phonological awareness as key cognitive preconditions of early reading and spelling are discussed.

This study tested the hypothesis that temporal processing deficits underlie phonological processing problems. The subjects were children aged 8 to 10 years ( N =110) who were separated into 2 groups on the basis of whether their reading scores were normal or poor. As predicted by many earlier studies, children with poor reading scores demonstrate poor abilities on tests of phonological awareness, as well as on 2 other language tasks that depend on phonological processing. Two specific tests of the temporal processing hypothesis were conducted. Children in both groups were tested (a) on their abilities to recall sequences of nonspeech tones presented at various rates and (b) on their abilities to make phonetic decisions using brief and transitional properties of the speech signal, especially formant transitions (the purported \"trouble spot\" in the speech signal for children with phonological processing problems). The children with poor phonological processing abilities showed no special difficulty recalling rapidly presented nonspeech stimuli, and, in their phonetic decisions, they were able to use brief and transitional signal properties, including formant transitions, at least as well as other children. Therefore, no evidence was found to support the hypothesis that temporal processing deficits cause phonological processing problems.

Poor phonological processing has typically been considered the main cause of dyslexia. However, visuo‐attentional processing abnormalities have been described as well. The goal of the present study was to determine the involvement of visual attention during fluent reading in children with dyslexia and typical readers. Here, 75 children (8–12 years old; 36 typical readers, 39 children with dyslexia) completed cognitive and reading assessments. Neuroimaging data were acquired while children performed a fluent reading task with (a) a condition where the text remained on the screen (Still) versus (b) a condition in which the letters were being deleted (Deleted). Cognitive assessment data analysis revealed that visual attention, executive functions, and phonological awareness significantly contributed to reading comprehension in both groups. A seed‐to‐voxel functional connectivity analysis was performed on the fluency functional magnetic resonance imaging task. Typical readers showed greater functional connectivity between the dorsal attention network and the left angular gyrus while performing the Still and Deleted reading tasks versus children with dyslexia. Higher connectivity values were associated with higher reading comprehension. The control group showed increased functional connectivity between the ventral attention network and the fronto‐parietal network during the Deleted text condition (compared with the Still condition). Children with dyslexia did not display this pattern. The results suggest that the synchronized activity of executive, visual attention, and reading‐related networks is a pattern of functional integration which children with dyslexia fail to achieve. The present evidence points toward a critical role of visual attention in dyslexia. Typical readers showed greater functional connectivity between the dorsal attention network and the left angular gyrus while performing the Still and Deleted reading tasks versus children with dyslexia. The control group showed increased functional connectivity between the ventral attention network and the fronto‐parietal network during the Deleted text condition (compared with the Still condition). The results suggest that the synchronized activity of executive, visual attention, and reading‐related networks is a pattern of functional integration which children with dyslexia fail to achieve.

Understanding the different neural networks that support human language is an ongoing challenge for cognitive neuroscience. Which divisions are capable of distinguishing the functional significance of regions across the language network? A key separation between semantic cognition and phonological processing was highlighted in early meta-analyses, yet these seminal works did not formally test this proposition. Moreover, organization by domain is not the only possibility. Regions may be organized by the type of process performed, as in the separation between representation and control processes proposed within the Controlled Semantic Cognition framework. The importance of these factors was assessed in a series of activation likelihood estimation meta-analyses that investigated which regions of the language network are consistently recruited for semantic and phonological domains, and for representation and control processes. Whilst semantic and phonological processing consistently recruit many overlapping regions, they can be dissociated (by differential involvement of bilateral anterior temporal lobes, precentral gyrus and superior temporal gyri) only when using both formal analysis methods and sufficient data. Both semantic and phonological regions are further dissociable into control and representation regions, highlighting this as an additional, distinct dimension on which the language network is functionally organized. Furthermore, some of these control regions overlap with multiple-demand network regions critical for control beyond the language domain, suggesting the relative level of domain-specificity is also informative. Multiple, distinct dimensions are critical to understand the role of language regions. Here we present a proposal as to the core principles underpinning the functional organization of the language network. [Display omitted]

Developmental dyslexia is a multifaceted disorder of learning primarily manifested by difficulties in reading, spelling, and phonological processing. Neural studies suggest that phonological difficulties may reflect impairments in fundamental cortical oscillatory mechanisms. Here we examine cortical mechanisms in children (6–12 years of age) with or without dyslexia (utilising both age- and reading-level-matched controls) using electroencephalography (EEG). EEG data were recorded as participants listened to an audio-story. Novel electrophysiological measures of phonemic processing were derived by quantifying how well the EEG responses tracked phonetic features of speech. Our results provide, for the first time, evidence for impaired low-frequency cortical tracking to phonetic features during natural speech perception in dyslexia. Atypical phonological tracking was focused on the right hemisphere, and correlated with traditional psychometric measures of phonological skills used in diagnostic dyslexia assessments. Accordingly, the novel indices developed here may provide objective metrics to investigate language development and language impairment across languages. •Children with dyslexia show atypical low-frequency cortical entrainment to speech.•Impaired entrainment was due to dyslexia and not to reduced reading experience.•Dyslexia both reduced and enhanced speech entrainment in right hemisphere locations.•The right hemisphere effects reflected impaired phoneme-level entrainment.•Impaired entrainment was significantly related to impaired phonological awareness.

This study investigated the longitudinal relationship between children’s domain-general cognitive constraints underlying phonological and sentence processing development in a big sample of typically developing children. 104 children were tested on non-linguistic processing speed, phonological skills (phonological short term memory, phonological knowledge, phonological working memory), and sentence processing abilities (sentence repetition and receptive grammar) in 1 st grade (aged 6 to 6.5) and one year later. A cross-lagged structural equation model showed that non-linguistic processing speed was a concurrent predictor of phonological skills, and that phonology had a powerful effect on the child’s sentence processing abilities concurrently and longitudinally, providing clear evidence for the role of domain-general processes in the developmental pathway of language. These findings support a cascaded cognitive view of language development and pose important challenges for evaluation and intervention strategies in childhood.