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首页> 外文期刊>Neuropsychiatric Disease and Treatment >Cognitive profiles in bilingual children born to immigrant parents and Italian monolingual native children with specific learning disorders
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Cognitive profiles in bilingual children born to immigrant parents and Italian monolingual native children with specific learning disorders

机译：移民父母所生的双语儿童和患有特定学习障碍的意大利单语母语儿童的认知特征

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Purpose: The aim of this study is to compare the Wechsler Intelligence Scale for Children? – fourth edition?IV (WISC IV) intellectual profile of two groups of children with specific learning disorder, a group of bilingual children and a group of monolingual Italian children, in order to identify possible significant differences between them. Patients and methods: A group of 48 bilingual children and a group of 48 Italian monolingual children were included in this study. A preliminary comparison showed the homogeneity of the two groups regarding learning disorder typology and sociodemographic characteristics (age at WISC IV assessment, sex and years of education in Italy) with the exception of socioeconomic status. Socioeconomic status was then used as a covariate in the analysis. Results: Even if the two groups were comparable in specific learning disorder severity and, in particular, in the text comprehension performance, our findings showed that the WISC IV performances of the bilingual group were significantly worse than the Italian group in Full Scale Intelligence Quotient ( P =0.03), in General Ability Index ( P =0.03), in Working Memory Index ( P =0.009) and in some subtests and clusters requiring advanced linguistic abilities. Conclusion: These results support the hypothesis of a weakness in metalinguistic abilities in bilingual children with specific learning disorders than monolinguals. If confirmed, this result must be considered in the rehabilitation treatment.
机译：目的：本研究的目的是比较两类具有特定学习障碍的儿童（一组双语儿童）的韦氏儿童智力量表（第四版）（第四版）。和一群单语的意大利儿童，以识别他们之间可能存在的重大差异。患者和方法：这项研究包括一组48名双语儿童和一组48名意大利单语儿童。初步比较显示，除了社会经济地位外，两组在学习障碍类型和社会人口统计学特征（在WISC IV评估的年龄，性别和受教育年限）方面是同质的。然后，将社会经济状况用作分析的协变量。结果：即使两组在特定的学习障碍严重程度（尤其是在文本理解能力）方面具有可比性，我们的研究结果表明，双语组的WISC IV表现在“全面智能商”方面明显比意大利组差（ P = 0.03），一般能力指数（P = 0.03），工作记忆指数（P = 0.009）以及某些需要高级语言能力的子测验和类集。结论：这些结果支持以下假设：患有特殊学习障碍的双语儿童的语言能力较单语者弱。如果确认，则必须在康复治疗中考虑该结果。

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