Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia

To examine literacy learning in bilingual contexts, this study assessed phonological processing skills in a sample of bilingual students, both with and without dyslexia. It also aimed to determine whether the stage of literacy acquisition affects phonological skills in bilingual children with and wi...

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Detalles Bibliográficos
Autores: Riembau, Cati, Ivern, Ignasi, Serrat Sellabona, Elisabet
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/27240
Acceso en línea:http://hdl.handle.net/10256/27240
Access Level:acceso abierto
Palabra clave:Bilingüisme
Dislèxia
Trastorns de l'aprenentatge
Bilingualism
Dyslexia
Learning disabilities
id ES_f2e401342c8d9f1dea01768a72cdcf39
oai_identifier_str oai:recercat.cat:10256/27240
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
title Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
spellingShingle Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
Riembau, Cati
Bilingüisme
Dislèxia
Trastorns de l'aprenentatge
Bilingualism
Dyslexia
Learning disabilities
title_short Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
title_full Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
title_fullStr Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
title_full_unstemmed Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
title_sort Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia
dc.creator.none.fl_str_mv Riembau, Cati
Ivern, Ignasi
Serrat Sellabona, Elisabet
author Riembau, Cati
author_facet Riembau, Cati
Ivern, Ignasi
Serrat Sellabona, Elisabet
author_role author
author2 Ivern, Ignasi
Serrat Sellabona, Elisabet
author2_role author
author
dc.subject.none.fl_str_mv Bilingüisme
Dislèxia
Trastorns de l'aprenentatge
Bilingualism
Dyslexia
Learning disabilities
topic Bilingüisme
Dislèxia
Trastorns de l'aprenentatge
Bilingualism
Dyslexia
Learning disabilities
description To examine literacy learning in bilingual contexts, this study assessed phonological processing skills in a sample of bilingual students, both with and without dyslexia. It also aimed to determine whether the stage of literacy acquisition affects phonological skills in bilingual children with and without dyslexia. The participants were 113 Catalan/Spanish bilinguals, aged 8 to 14 years, attending middle and upper primary school, as well as early secondary school. This transversal study assessed accuracy in the following phonological processing skills: phonological awareness (using phonemic awareness tests), phonological decoding (through a pseudo-word reading task), and phonological memory (using a pseudo-word repetition task). Overall, the results showed differences between students with and without dyslexia across all tasks, but no differences were found between the two languages studied. Results by educational stage revealed that differences in the phonemic awareness task diminished with age, while differences in pseudo-word reading persisted. Additionally, differences were observed among middle and secondary school participants without dyslexia, with better accuracy in the phonemic awareness task in Spanish. The results are discussed in relation to previous studies and the transparency and opacity of the languages involved
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/27240
http://hdl.handle.net/10256/27240
url http://hdl.handle.net/10256/27240
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.5209/rlog.101731
info:eu-repo/semantics/altIdentifier/issn/2174-5218
info:eu-repo/semantics/altIdentifier/eissn/2174-5218
dc.rights.none.fl_str_mv Attribution 4.0 International (CC BY 4.0)
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution 4.0 International (CC BY 4.0)
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 13 p.
application/pdf
dc.publisher.none.fl_str_mv Universidad de Castilla-La Mancha
publisher.none.fl_str_mv Universidad de Castilla-La Mancha
dc.source.none.fl_str_mv Revista de investigación en Logopedia, 2025, vol. 15, p. 159-171
Articles publicats (D-PS)
Riembau, Cati Ivern, Ignasi Serrat Sellabona, Elisabet 2025 Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia Revista de investigación en Logopedia 15 159 171
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexiaRiembau, CatiIvern, IgnasiSerrat Sellabona, ElisabetBilingüismeDislèxiaTrastorns de l'aprenentatgeBilingualismDyslexiaLearning disabilitiesTo examine literacy learning in bilingual contexts, this study assessed phonological processing skills in a sample of bilingual students, both with and without dyslexia. It also aimed to determine whether the stage of literacy acquisition affects phonological skills in bilingual children with and without dyslexia. The participants were 113 Catalan/Spanish bilinguals, aged 8 to 14 years, attending middle and upper primary school, as well as early secondary school. This transversal study assessed accuracy in the following phonological processing skills: phonological awareness (using phonemic awareness tests), phonological decoding (through a pseudo-word reading task), and phonological memory (using a pseudo-word repetition task). Overall, the results showed differences between students with and without dyslexia across all tasks, but no differences were found between the two languages studied. Results by educational stage revealed that differences in the phonemic awareness task diminished with age, while differences in pseudo-word reading persisted. Additionally, differences were observed among middle and secondary school participants without dyslexia, with better accuracy in the phonemic awareness task in Spanish. The results are discussed in relation to previous studies and the transparency and opacity of the languages involvedEste estudio evaluó las habilidades de procesamiento fonológico en una muestra de alumnos bilingües, con y sin dislexia, con el objetivo de examinar el aprendizaje de la lectoescritura en contextos bilingües. También se pretendía determinar si la etapa de adquisición de la lectoescritura afecta a las habilidades fonológicas en niños bilingües con y sin dislexia. Los participantes fueron 113 bilingües catalán/español, con edades comprendidas entre los 8 y los 14 años, que asistían a la escuela primaria media y superior, así como a los primeros cursos de secundaria. Este estudio transversal evaluó la precisión en las siguientes habilidades de procesamiento fonológico: conciencia fonológica (mediante pruebas de conciencia fonémica), decodificación fonológica (mediante una tarea de lectura de pseudopalabras) y memoria fonológica (mediante una tarea de repetición de pseudopalabras). En general, los resultados mostraron diferencias entre los alumnos con y sin dislexia en todas las tareas, pero no se encontraron diferencias entre las dos lenguas estudiadas. Los resultados por etapa educativa revelaron que las diferencias en la tarea de conciencia fonémica disminuían con la edad, mientras que persistían las diferencias en la lectura de pseudopalabras. Además, se observaron diferencias entre los participantes de secundaria y bachillerato sin dislexia, con mejor precisión en la tarea de conciencia fonémica en español. Los resultados se discuten en relación con estudios previos y con la transparencia y opacidad de las lenguas implicadasUniversidad de Castilla-La Mancha2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewed13 p.application/pdfhttp://hdl.handle.net/10256/27240http://hdl.handle.net/10256/27240Revista de investigación en Logopedia, 2025, vol. 15, p. 159-171Articles publicats (D-PS)Riembau, Cati Ivern, Ignasi Serrat Sellabona, Elisabet 2025 Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia Revista de investigación en Logopedia 15 159 171reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.5209/rlog.101731info:eu-repo/semantics/altIdentifier/issn/2174-5218info:eu-repo/semantics/altIdentifier/eissn/2174-5218Attribution 4.0 International (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/272402026-05-29T05:05:01Z
score 15,81155

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