L1 and L2 skills in Specific Reading Disorder
DOI:
https://doi.org/10.36505/ExLing-2019/10/0004/000366Keywords:
morphosyntactic skills, specific reading disorder, Greek as a first language (L1), French as a foreign language (L2)Abstract
The aim of the present study was to investigate morphosyntactic skills in primary and secondary school students with specific reading disorder and their equivalents with good reading skills, in Greek as a first language (L1) and in French as a foreign language (L2). The results of the study revealed significant differences between the two groups on all morphosyntactic tasks in both languages. Our results support the predictive property of the level of the morphosyntactic skills attained in the L1 for the acquisition of the same skills in the L2 for both students with specific reading disorder and typically developing.
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Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
