Lingue e Linguaggi

Dyslexia and vocabulary depth in EFL text comprehension

Abstract

Agostini F., Zoccolotti P. and Casagrande M. 2022, Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature, in “Brain sciences” 12 [2], pp. 239-273.

Araújo S. and Faísca L. 2019, A meta-analytic review of naming-speed deficits in developmental dyslexia, in “Scientific Studies of Reading” 23 [5], pp. 349-368.

Araújo S., Huettig F. and Meyer A. 2020, What underlies the deficit in rapid automatized naming (RAN) in adults with dyslexia? Evidence from eye movements, in “Scientific Studies of Reading”, pp. 1-16.

Barnes M.A., Dennis M. and Haefele-Kalvaitis J. 1996, The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age, in “Journal of Experimental Child Psychology” 61, pp. 216-241.

Bonifacci P., Canducci E., Gravagna G. and Palladino P. 2017, English as a foreign language in bilingual language‐minority children, children with dyslexia and monolingual typical readers, in “Dyslexia” 23 [2], pp. 181-206.

Cain K. and Oakhill J. 2006, Profiles of children with specific reading comprehension difficulties, in “British Journal of Educational Psychology” 76 [4], pp. 683-696.

Cain K. and Oakhill J. 2012, Reading comprehension development from seven to fourteen years: Implications for assessment, in Sabatini J., Albro E. and O’Reilly T. (eds.), Measuring up: Advances in how we assess reading ability, Rowman & Littlefield Education, Lanham, MD, pp. 59-76.

Cain K. and Oakhill J. 2014, Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension?, in “L’Année Psychologique” 114 [4], pp. 647-662.

Cain K., Oakhill J. and Bryant P.E. 2004a, Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills, in “Journal of Educational Psychology” 96 [1], pp. 671-681.

Cain K., Oakhill J. and Lemmon K. 2004b, Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity in “Journal of Educational Psychology” 96 [4], pp. 671-681.

Cain K. and Oakhill J. 2014, Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension?, in “L’Année psychologique” 114 [4], pp. 647-662.

Carreiras M., Carr L., Barber H.A. and Hernandez A. 2010, Where syntax meets math: Right intraparietal sulcus activation in response to grammatical number agreement violations, in “NeuroImage” 49 [2], pp. 1741-1749.

Carroll J.B. 1993, Human cognitive abilities: A survey of factor-analytic studies, New York, Cambridge University Press.

Cappelli G. (this volume), Reading Comprehension in Young Adult Learners of English with and without Dyslexia.

Cappelli G. 2022, The Impact of Dyslexia on Lexico-Semantic Abilities: An Overview, in Cappelli G. and Noccetti S. (eds.), A Linguistic Approach to the Study of Dyslexia, Multilingual Matters, Bristol, pp. 211-239.

Cappelli G. 2019, Pragmatic and lexical skills of learners with dyslexia and EFL learning, in Coppola M. M., Di Blasio F. and Francesconi S. (eds.), Contact Zones: Cultural, Linguistic and Literary Connections in English, Trento University Press, Trento, pp. 55-74.

Cappelli G. and Noccetti S. 2016, Teaching specialized vocabulary to dyslexic adult second-language learners: A proposal for multimodal lexical input enhancement, in Bonsignori V. and Crawford Camiciottoli B. (eds.), Multimodality Across Communicative Settings, Discourse Domains and Genres, Cambridge Scholars Publishing, Newcastle on Tyne, pp. 37-64.

Cappelli G. and Noccetti S. (eds.) 2022, A Linguistic Approach to the Study of Dyslexia, Multilingual Matters, Bristol.

Cappelli G., Noccetti S., Arcara G., and Bambini V. 2018, Pragmatic competence and its relationship with the linguistic and cognitive profile of young adults with dyslexia, in “Dyslexia” 24 [3], pp. 294-306.

Cappelli G., Noccetti S., Simi N., Arcara G., and Bambini V. 2022, Dyslexia and Pragmatic Skills, in Cappelli G. and Noccetti S. (eds.) A Linguistic Approach to the Study of Dyslexia, Multilingual Matters, Bristol, pp. 240-262.

Cardillo R., Basso Garcia R., Mammarella I. C. and Cornoldi C. 2018, Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or non-verbal learning disabilities, in “Applied Neuropsychology: Child” 7 [3], pp. 245-256.

Carreiras M., Carr L., Barber H.A., and Hernandez A. 2010, Where syntax meets math: Right intraparietal sulcus activation in response to grammatical number agreement violations, “NeuroImage” 49 [2], pp.1741-1749.

Daugaard H. T., Cain K. and Elbro C. 2017, From words to text: inference making mediates the role of vocabulary in children’s reading comprehension, in “Reading and Writing: An Interdisciplinary Journal” 30 [8], pp. 1773–1788.

Droop M. and Verhoeven L. 2003, Language proficiency and reading ability in first and second language learners, in “Reading Research Quarterly” 38, pp. 78-103.

Eason S.H., Goldberg L.F., Young K.M., Geist M.C. and Cutting L.E. 2012, Reader–text interactions: How differential text and question types influence cognitive skills needed for reading comprehension, in “Journal of Educational Psychology” 104 [3], pp. 515-528.

Facoetti A., Paganoni P., Turatto M., Marzola V. and Mascetti G.G. 2000, Visual-spatial attention in developmental dyslexia, in “Cortex” 36 [1], pp. 109-123.

Ganschow L. and Sparks R. 2001, Learning difficulties and foreign language learning: A review of research and instruction, in “Language Teaching” 34 [2], pp. 79-98.

Georgiou G.K., Martinez D., Alves Vieira A.P., Antoniuk A., Romero S. and Guo K. 2022, A meta‐analytic review of comprehension deficits in students with dyslexia, in “Annals of Dyslexia” 72, pp. 204-248.

Grabe W. 2009, Reading in a second language: Moving from theory to practice, Cambridge University Press, Cambridge, UK.

Grabe W. 2014, Key issues in L2 reading development, in “Proceedings of the 4th CELC Symposium for English Language Teachers-Selected Papers”, pp. 8-18.

Grabe W. and Stoller F. 2011, Teaching and Researching Reading, Longman Pearson, Harlow.

Griffiths C.B. 2007, Pragmatic abilities in adults with and without dyslexia: A pilot study, in “Dyslexia” 13, pp. 276-296.

Hatcher J. and Snowling M.J. 2002, The phonological representations hypothesis of dyslexia: from theory to practice, in “Dyslexia and literacy: Theory and practice”, pp. 69-84.

In’nami Y., Hijikata Y. and Koizumi R. 2021, Working Memory Capacity and L2 Reading: A Meta-Analysis, in “Studies in Second Language Acquisition”, pp. 1-26.

Gupta P. 2012, Word learning as the confluence of memory mechanisms: Computational and neural evidence, in Faust, M. (ed.), The Handbook of the Neuropsychology of Language, Blackwell Publishing Ltd., Malden, pp. 147-163.

Jeon E.H. and Yamashita J. 2014, L2 reading comprehension and its correlates: A meta‐analysis, in “Language learning” 64 [1], pp. 160-212.

Keenan J.M., Betjemann R.S. and Olson R.K. 2008, Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension, in “Scientific Studies of Reading” 12, pp. 281–300.

Kendeou P., Van Den Broek P., Helder A. and Karlsson J. 2014, A cognitive view of reading comprehension: Implications for reading difficulties, in “Learning disabilities research & practice” 29 [1], pp. 10-16.

Kormos J. 2020, Specific learning difficulties in second language learning and teaching, in “Language Teaching”, 53 [2], pp. 129-143.

Kormos J. and Smith, A.M. 2012, Teaching English as a foreign language to students with specific learning differences, Multilingual Matters, Bristol.

Li P. and Clariana R.B. 2019, Reading comprehension in L1 and L2: An integrative approach, in “Journal of Neurolinguistics”, 50, pp. 94-105.

Li M. and Kirby J.R. 2014, Unexpected poor comprehenders among adolescent ESL students, in “Scientific Studies of Reading” 18, pp. 75-93.

Li M., Geva E., D’Angelo N., Wee Koh P., Chen X. and Gottardo A. 2021, Exploring sources of poor reading comprehension in English language learners, in “Annals of Dyslexia” 71, pp. 299-321.

Lonergan A., Doyle C., Cassidy C., MacSweeney Mahon S., Roche R.A., Boran L. and Bramham J. 2019, A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD, in “Journal of Cognitive Psychology”, 31 [7], pp. 725-749.

Männel C., Meyer L., Wilcke A., Boltze J., Kirsten H., and Friederici A. D. 2015, Working-memory endophenotype and dyslexia-associated genetic variant predict dyslexia phenotype, in “Cortex” 71, pp. 291-305.

Masrai A. 2019, Vocabulary and Reading Comprehension Revisited: Evidence for High-, Mid- and Low-Frequency Vocabulary Knowledge, in “SAGE Open”, https://doi.org/10.1177/2158244019845182.

Meisinger E.B., Breazeale A.M. and Davis L.H. 2021, Word-and Text-Level Reading Difficulties in Students with Dyslexia, in “Learning Disability Quarterly”, pp. 1-12.

Menghini D., Finzi A., Carlesimo G.A. and Vicari S. 2011, Working memory impairment in children with developmental dyslexia: is it just a phonological deficit?, in “Developmental neuropsychology”, 36 [2], pp. 199-213.

Nation I.S.P. 2006, How large a vocabulary is needed for reading and listening? In “Canadian Modern Language Review” 63 [1], pp. 59–82.

Nation P. and Beglar D. 2007, A vocabulary size test, in “The Language Teacher” 31 [7], 9-12.

Nijakowska J. 2010, Dyslexia in the foreign language classroom, Multilingual Matters, Bristol.

Oakhill J.V. and Cain K. 2012, The precursors of reading ability in young readers: Evidence from a four-year longitudinal study, in “Scientific studies of reading”, 16 [2], pp. 91-121.

Oakhill J.V., Cain K. and Elbro C. 2015, Understanding and teaching reading comprehension: A handbook, Routledge, London.

Oslund E.L., Clemens N.H., Simmons D.C. and Simmons L.E. 2018, The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders, in “Reading and Writing” 31, pp. 355-379.

Ouellette G.P. 2006, What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension, in “Journal of Educational Psychology”, 98, pp. 554-566.

Perfetti C. and Adolf S. 2012, Reading comprehension: A conceptual framework from word meaning to text meaning, in Sabatini J., Albro E. and O’Reilly T. (eds.) Measuring up: Advances in how we assess reading ability, Rowman & Littlefield Education, Lanham, MD, pp. 3-20.

Perfetti C. and Hart L. 2002, The lexical quality hypothesis, in “Precursors of functional literacy” 11, pp. 67-86.

Perfetti C. and Stafura J. 2014, Word knowledge in a theory of reading comprehension, in “Scientific studies of Reading” 18 [1], pp. 22-37.

Prior A., Goldina A., Shany M., Geva E. and Katzir T. 2014, Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension, in “Reading and Writing” 27 [8], pp. 1467-1484.

Qian D.D. and Schedl M. 2004, Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance, in “Language Testing” 21 [1], pp. 28-52.

Quinn J.M., Wagner R.K., Petscher Y. and Lopez D. 2015, Developmental relations between vocabulary knowledge and reading comprehension: A latent change score modeling study, in “Child Development” 86, pp. 159-175.

Quinn J.M., Wagner R.K., Petscher Y., Roberts G., Menzel A.J. and Schatschneider C. 2019, Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities, in “Journal of educational psychology” 112 [3], pp. 608-627.

Ramus F., Rosen S., Dakin S.C., Day B.L., Castellote J.M., White S. and Frith U. 2003, Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults, in “Brain” 126 [4], pp. 841-865.

Raudszus H., Segers E. and Verhoeven L. 2018, Lexical quality and executive control predict children’s first and second language reading comprehension, in “Reading and Writing: An Interdisciplinary Journal” 31 [2], pp. 405-424.

Read J. 1993, The development of a new measure of L2 vocabulary knowledge, in “Language Testing” 10 [3], pp. 355–371.

Read J. 1998, Validating a test to measure depth of vocabulary knowledge, in Kunnan A. (ed.), Validation in language assessment, Lawrence Erlbaum, Mahwah, NJ, pp. 41-60.

Reis A., Araújo S., Morais I.S. and Faísca L. 2020, Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis, in “Annals of dyslexia” 70 [3], pp. 339-368.

Santulli F. and Scagnelli M. 2017, The improvement of silent reading strategies through Super Reading, in “The Journal of Inclusive Practice in Further and Higher Education” 9 [1], pp. 88-100.

Santulli F. and Scagnelli M. 2022, Reading as Multi-Layer Activity: Training Strategies at Text Level, in Cappelli G. and Noccetti S. (eds.), A Linguistic Approach to the Study of Dyslexia, Multilingual Matters, Bristol, pp. 286-304.

Simi N. 2022, Reinterpretation Processes and Humour Understanding in Young Adults with Dyslexia, in “Lingue e Linguaggi” 54 (this volume), pp. 111-129.

Schmitt N., Wun Ching Ng J. and Garras J. 2011, The Word Associates Format: Validation evidence, in “Language Testing” 28 [1], pp. 105-126.

Schneider E. and Crombie M. 2012, Dyslexia and foreign language learning, David Fulton Publishers, Abingdon.

Smith-Spark J.H. and Fisk J.E. 2007, Working memory functioning in developmental dyslexia, in “Memory” 15, pp. 34-56.

Smith-Spark J.H., Fisk J.E., Fawcett A.J. and Nicolson R.I. 2003, Central executive impairments in adult dyslexics: Evidence from visuospatial working memory performance, in “European Journal of Cognitive Psychology” 15, pp. 567-587.

Smith-Spark J.H., Henry L.A., Messer D.J., Edvardsdottir E. and Zięcik A.P. 2016, Executive functions in adults with developmental dyslexia, in “Research in Developmental Disabilities” 53-54, pp. 323-341.

Snowling M.J., Hayiou‐Thomas M.E., Nash H.M. and Hulme C. 2020b, Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension, in “Journal of Child Psychology and Psychiatry” 61 [6], pp. 672-680.

Sparks R.L. and Ganschow L. 1993, The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis, in “The Modern Language Journal” 77 [1], pp. 58-74.

Speciale G., Ellis N.C. and Bywater T. 2004, Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition, in “Applied Psycholinguistics”, 25 [2], pp. 293-321.

Stanovich K.E. 1986, Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy, in “Reading Research Quarterly” 21 [4], pp. 360-407.

Stanovich K.E. 2000, Progress in understanding reading: Scientific foundations and new frontiers, Guilford Press, New York.

Suggate S., Schaughency E., McAnally H. and Reese E. 2018, From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension, in “Cognitive Development” 47, pp. 82-95.

Swanborn M.S.L. and de Glopper K. 2002, Impact of reading purpose on incidental word learning from context, in “Language learning” 52 [1], pp. 95-117.

Tannenbaum K.R., Torgesen J.K., and Wagner R.K. 2006, Relationships between word knowledge and reading comprehension in third-grade children, in “Scientific Studies of Reading”, 10, pp. 381-398

Wagner R., Muse A. and Tannenbaum K. 2007, Promising avenues for better understanding implications of vocabulary development for reading comprehension, in Wagner R., Muse A. and Tannenbaum K. (eds.), Vocabulary acquisition: Implications for reading comprehension, Guilford Press, New York, pp. 276-291.

Wolf R.C., Sambataro F., Lohr C., Steinbrink C., Martin C. and Vasic N. 2010, Functional brain network abnormalities during verbal working memory performance in adolescents and young adults with dyslexia, in “Neuropsychologia”, 48 [1], pp. 309-318.