This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles?…

Development dyslexia (DD) is a common language disorder, that significantly affects children. Despite having ordinary intelligence, dyslexic people struggle with reading, writing, and comprehension in their native tongue. It is still unclear whether dyslexic kids have difficulties with visuo-spatial working memory. Using meta-analysis, this gap…

Development dyslexia (DD) is a common language disorder, which significantly affects children. Despite having ordinary intelligence, dyslexic people struggle with reading, writing, and comprehension in their native tongue. It is still unclear whether dyslexic kids have difficulties with visuo-spatial working memory. Using meta-analysis, this gap…

This study investigates sources of phonological cross-linguistic influence (CLI) at the initial stages of third language (L3) acquisition in light of the predictions of the second language (L2) Status Factor Model, the Typological Primacy Model, the Cumulative Enhancement Model, the Linguistic Proximity Model and the Scalpel Model. The productions…

A fundamental requirement of language assessments which is underresearched in computerized assessments is impartiality (fairness) or equal treatment of test takers regardless of background. The present study aimed to evaluate fairness in the Pearson Test of English (PTE) Academic Reading test, which is a computerized reading assessment, by…