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Many children with developmental language disorder (DLD) are reported to have word reading difficulties. However, previous research has focused mostly on monolingual children. The present study used two existing datasets to assess word reading outcomes of bilingual children with DLD. In Study 1, we compared word reading outcomes of monolingual and bilingual children with and without DLD (n = 93 monolingual DLD; n = 33 bilingual DLD, n = 42 monolingual TD; n = 74 bilingual TD). In Study 2, we compared those of monolingual (n = 91) and bilingual children with DLD (n = 51) on the basis of school record data. Findings from both studies show mean poor word reading outcomes and a high incidence of poor readers in the groups of children with DLD. Despite lower oral language outcomes of bilingual children in the mainstream language, reading outcomes of monolingual and bilingual children (with/without DLD) did not differ or outcomes were even better for the bilingual children. Overall, these findings indicate that DLD is a risk factor for word reading difficulties, while bilingualism is not. • A substantial percentage of monolingual children with DLD shows poor reading. • We compared word reading of bilingual and monolingual children with and without DLD. • Word reading outcomes of bilingual children resembled those of monolingual children. • Groups with DLD showed low word reading outcomes and a high incidence of poor readers. • Poor word reading in bilinguals with DLD is related to DLD, not to bilingualism. [ABSTRACT FROM AUTHOR]

L1 studies show that the paired-associate learning (PAL) of novel pronunciations, verbal learning, contributes to the prediction of individual differences in vocabulary, reading, and spelling development. The present study examined whether verbal learning predicts vocabulary and literacy development in English as a Foreign Language (EFL). Dutch Grade 7 students (N = 455) completed a PAL task in which they learned to associate known Dutch words with their unknown English (spoken and written) translation. Both verbal and orthographic learning were assessed. Additionally, vocabulary, and reading and spelling skills were measured at the beginning of Grade 7 and five months later. The results showed that verbal learning contributed to development in vocabulary and reading accuracy. The contribution of orthographic learning was limited to development in spelling and pseudoword reading fluency. Overall, these findings are in line with findings in L1, indicating that especially verbal learning adds to the prediction of EFL development. • Exposure differences hamper prediction of English as a foreign language proficiency. • Dynamic word learning task can enhance the prediction of English language development. • The verbal component adds to the prediction of vocabulary and reading development. • The orthographic component of the task adds to the prediction of spelling development. [ABSTRACT FROM AUTHOR]

Although poor Rapid Automatized Naming (RAN) is a risk factor for reading and/or spelling difficulties (RSD) as well as for mathematical difficulties (MD), many questions surround this relationship. The main objective of the present study was to obtain insight in the relationship between alphanumeric vs. non-alphanumeric RAN and reading/spelling and mathematics in groups of 7-to-10-year-old children with RSD, MD, both RSD + MD, and in typically developing (TD) children. Analyses of variance between the groups showed that the RSD and comorbid (RSD + MD) groups were impaired on both alphanumeric and non-alphanumeric RAN, whereas the MD group was impaired only on non-alphanumeric RAN. Furthermore, non-alphanumeric RAN correlated with all measures except spelling, whereas alphanumeric RAN correlated with the reading and spelling measures only. These findings point towards different/additional cognitive processes needed in non-alphanumeric RAN compared to alphanumeric RAN, which affects the relationship with literacy and math. [ABSTRACT FROM AUTHOR]