Socioeconomic Status and Fine‐Grained Literacy Outcomes in Heritage Bilingual and Monolingual Children With and Without Specific Learning Disorders
ABSTRACT This study investigated the sociolinguistic background and the cognitive and literacy profiles of heritage bilingual (HB) children with specific learning disorders (SLD) in reading and spelling or typical development (TD) in comparison with their monolingual peers. About 454 primary school children were includ...