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Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish–Catalan children with Specific Language Impairment (SLI)

Subsequent Reading OutcomesLanguage DevelopmentEducationEarly Childhood LanguagePsycholinguisticsBilingual Language DevelopmentChild LiteracyChild LanguageLanguage AcquisitionReading DifficultiesReadingLanguage StudiesSpecific Language ImpairmentBilingual Spanish–catalan ChildrenBilingual EducationLanguage DisorderElementary Literacy ProcessesEarly EducationEarly Childhood LiteracyLinguistics