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Phonological memory problems are magnified in children from language minority homes when predicting reading disability

Published online by Cambridge University Press:  05 November 2019

Lindsay M. HARDY ,
Sarah BANKER ,
Meghan TOMB ,
Yoochai CHA ,
Irene ZHANG ,
Lauren THOMAS ,
Molly ALGERMISSEN ,
Stephen T. PEVERLY ,
Kimberly G. NOBLE  and
Amy E. MARGOLIS
Lindsay M. HARDY
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, USA
Sarah BANKER
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
Meghan TOMB
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
Yoochai CHA
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
Irene ZHANG
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
Lauren THOMAS
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
Molly ALGERMISSEN
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
Stephen T. PEVERLY
Affiliation:
Teachers College, Columbia University, USA
Kimberly G. NOBLE
Affiliation:
Teachers College, Columbia University, USA
Amy E. MARGOLIS*
Affiliation:
The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, the New York State Psychiatric Institute and the College of Physicians & Surgeons, Columbia University Irving Medical Center, USA
*
*Corresponding author: Division of Child and Adolescent Psychiatry, Columbia University Irving Medical Center, 1051 Riverside Drive, New York, NY10032, USA. E-mail: [email protected]
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Abstract

Children from language minority (LM) environments speak a language at home that differs from that at school, are often from socioeconomically disadvantaged backgrounds, and are at risk for reading impairment. We evaluated the main effects and interaction of language status and phonological memory and awareness on reading disorder in 352 children from socioeconomically disadvantaged backgrounds. A significant phonological memory by language status interaction indicated that phonological memory problems were magnified in predicting reading impairment in children from LM versus English dominant (ED) homes. Among children without reading disorder, language minority status was unrelated to phonological processing.

Keywords

phonological processingphonological memoryphonological awarenessreading disorderassessmentethnicitylanguage
Type
Brief Research Reports
Information
Journal of Child Language , Volume 47 , Issue 3 , May 2020 , pp. 680 - 694
Copyright
Copyright © Cambridge University Press 2019

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