This study aimed to analyze whether there are differences between bilingual (Brazilian Portuguese and Spanish) and monolingual (Brazilian Portuguese) school children regarding reading and writing learning achievement, in executive functions (EF) components and metalinguistic abilities. Twenty-three bilingual and 23 monolingual children, aged 6 to 8 years, were assessed in terms of their writing, reading, and metalinguistic abilities, and with verbal and non-verbal tasks testing EF. A bilingual advantage was observed in reading and writing abilities and in 16 of the 44 EF measures, including subcomponents of working memory, inhibition, cognitive flexibility, and executive attention, mainly in non-verbal paradigms, while monolingual children outperformed bilingual ones in three scores: counting errors (Five Digits Test), omission of bells (Bells test) and sequential trial B (Trail Making Test). There were moderate and weak effect sizes in metalinguistic subcomponents showing bilingual advantage. Literacy improvement seems to have the potential to increase linguistic and cognitive abilities.

中文翻译：

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边境地区使用类似类型语言的双语儿童的读写能力、元语言学和执行功能处理

本研究旨在分析双语（巴西葡萄牙语和西班牙语）和单语（巴西葡萄牙语）学童在阅读和写作学习成绩、执行功能 (EF) 组件和元语言能力方面是否存在差异。对 23 名双语和 23 名单语儿童（年龄在 6 至 8 岁）进行了评估，包括写作、阅读和元语言能力，以及测试 EF 的语言和非语言任务。在阅读和写作能力以及 44 项 EF 测量中的 16 项中观察到双语优势，包括工作记忆、抑制、认知灵活性和执行注意力的子成分，主要在非语言范式中，而单语儿童在三个分数上优于双语儿童：计数错误（五位数测试），省略钟声（Bells 测试）和顺序试验 B（Trail Making Test）。在显示双语优势的元语言子成分中存在中等和弱效应。读写能力的提高似乎有可能提高语言和认知能力。