{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T16:40:15Z","timestamp":1790268015293,"version":"4.1.0"},"reference-count":71,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2020,2,11]],"date-time":"2020-02-11T00:00:00Z","timestamp":1581379200000},"content-version":"vor","delay-in-days":10,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100004281","name":"Narodowe Centrum Nauki","doi-asserted-by":"publisher","award":["2014\/14\/M\/HS6\/00922"],"award-info":[{"award-number":["2014\/14\/M\/HS6\/00922"]}],"id":[{"id":"10.13039\/501100004281","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2020,2]]},"abstract":"<jats:p>We aimed to investigate the relationship between reading difficulties in native language (NL: Polish) and English as a foreign language in dyslexia in English and Polish students, respectively, and to develop a model of relations between NL phonological awareness, rapid automatized naming, verbal short\u2010term memory, and reading in English. Thirteen English students with dyslexia (ED), 15 without (END) and 16 Polish students with dyslexia (PD) and 16 without (PND) participated. We found that dyslexic deficits and different phoneme\u2010to\u2010grapheme correspondence rules between Polish and English interfered with the accuracy and fluency of word and nonword decoding and word recognition. Whereas END scored higher than PD and PND in all reading measures, ED did not, despite a NL advantage. When compared with PND, ED performed equal in nonword decoding, which depends to a higher degree on phoneme\u2010to\u2010grapheme conversion rather than lexical access. When compared with PD, ED performed equally in nonword fluency, which is most likely a nonscript\u2010dependant skill. More variance in reading was explained by NL than FL factors, even if analogical NL\/FL skills predicted a given variable. While in ED and END, these relationships agreed with the literature; in PD and PND, NL phonological awareness was not beneficial for English as a foreign language reading.<\/jats:p>","DOI":"10.1002\/dys.1648","type":"journal-article","created":{"date-parts":[[2020,2,11]],"date-time":"2020-02-11T13:08:09Z","timestamp":1581426489000},"page":"18-35","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students)"],"prefix":"10.1002","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7461-8503","authenticated-orcid":false,"given":"Marta","family":"\u0141ockiewicz","sequence":"first","affiliation":[{"name":"Social Sciences Faculty, Institute of Psychology University of Gda\u0144sk  Gda\u0144sk Poland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Martyna","family":"Jaskulska","sequence":"additional","affiliation":[{"name":"Social Sciences Faculty, Institute of Psychology University of Gda\u0144sk  Gda\u0144sk Poland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Angela","family":"Fawcett","sequence":"additional","affiliation":[{"name":"Department of Psychology Swansea University  Swansea UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,2,11]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2006.00968.x"},{"key":"e_1_2_7_3_1","volume-title":"Lingwistyczne podstawy pocz\u0105tkowej nauki czytania i pisania po polsku [Linguistic bases for the initial learning of reading and writing in Polish]","author":"Awramiuk E.","year":"2006"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.17239\/L1ESLL-2014.01.14"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1038\/nrn1201"},{"key":"e_1_2_7_6_1","volume-title":"Bateria metod diagnozy przyczyn niepowodze\u0144 szkolnych u uczni\u00f3w gimnazj\u00f3w. 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