Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities

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Do Language–Based Processing Tasks Separate Children with Language Impairment from Typical Bilinguals? (2006, background): “…raised as candidates underlying both spoken language and literacy problems for monolingual speakers (Kohnert & Windsor, 2004; Miller, Kail, Leonard, & Tomblin, 2001; Scarbor-ough, 1998; Windsor & Hwang, 1999) and sequential bilingual language learners (Swanson, S´aez, Gerber, & Leafstedt, 2004).”
Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems (2005, background): “Studies examining children who are second-language learners rather than full bilinguals have revealed stronger correlation between reading skills in the two languages irrespective of the writing systems involved (Swanson et al., 2004; Wade-Woolley & Geva, 2000).”
How does working memory work in the classroom (2006, background): “Indeed, phonological short-term memory tasks that draw on lexical knowledge, such as nonword repetition, have a similarly close relationship to vocabulary acquisition (Gathercole and Baddeley, 1989; Gathercole et al., 1992; Hu, 2003; Swanson et al., 2004 ).”