Bilingual word reading as viewed by the dual-route model: a systematic review
DOI:
https://doi.org/10.15448/1984-4301.2017.2.26427Keywords:
Bilingualism, Reading, Dual-route model.Abstract
Reading is composed of multiple and interdependent processes, and according to the dual-route model, such ability is exerted basically in two ways, the phonological one and the lexical one. Reading in the mother tongue (L1) requires explicit instruction and it is a great challenge, precisely because of the multiple processes involved. By learning a second language (L2), new elements (phonological, lexical and orthographic) are introduced into reading, requiring the speaker to develop new skills. This bibliographical review has the goal to identify, under the dual-route model, the preferred reading routes used by bilingual individuals, both on L1 and L2, and the variables that influence their use. To accomplish that, articles published in the past 10 years were selected in different data bases, including studies on neuroimaging. At the end of the research it was possible to identify that, just as for monolingual subjects, multiple factors influence the reading strategies used by bilingual subjects, out of which the language orthographical transparency and the subject’s reading proficiency are the main elements. Understanding the factors that influenced the reading skills in bilinguals is important for the development of new strategies to facilitate both teaching and learning additional languages, as well as to help language recovery on bilinguals/multilinguals.
Downloads
References
BAKHTIARI, Reyhaneh; BOLIEK, Carol; CUMMINE, Jaqueline. Investigating the contribution of ventral-lexical and dorsal-sublexical pathways during reading in bilinguals. Frontiers in human neuroscience, v. 8, p. 507, July 2014.
BIALYSTOK, Ellen. Bilingualism: The good, the bad and the indifferent. Bilingualism: Language and Cognition, v. 12, n. 1, p. 3-11, 2009.
BUETLER, Karin A. et al. Balanced bilinguals favor lexical processing in their opaque language and conversion system in their shallow language. Brain and Language, v. 150, p. 166-176, 2015.
BUETLER, Karin A. et al. Language context modulates reading route: an electrical neuroimaging study. Frontiers in Human Neuroscience, v. 8, p. 1-16, Feb. 2014.
COLTHEART, M.; RASTLE, K.; PERRY, C.; LANGDON, R.; ZIEGLER, J. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, v. 108, n. 1, p. 204-256, 2001.
COLTHEART, M. Dual route and connectionist models of reading: an overview. London Review of Education, v. 4, n. 1, p. 5-17,
CHERODATH, S.; SINGH, N. C. The influence of orthographic depth on reading networks in simultaneous biliterate children. Brain and Language, v. 143, p. 42-51, 2015.
DEHAENE, Stanislas. Os neurônios da leitura – como a ciência explica a nossa capacidade de ler. Porto Alegre: Penso, 2012.
DAS, T. et al. Neuroimaging reveals dual routes to reading in simultaneous proficient readers of two orthographies. NeuroImage, v. 54, n. 2, p. 1476-1487, 2011.
DE LEÓN RODRÍGUEZ, Diego et al. The impact of language opacity and proficiency on reading strategies in bilinguals: An eye movement study. Frontiers in Psychology, v. 7, p. 1-14, May 2016.
DE LEÓN RODRÍGUEZ, Diego et al. The modulation of reading strategies by language opacity in early bilinguals: An eye movement study. Bilingualism: Language and Cognition, v. 19, n. 3, p. 567-577, 2016a.
ELLIS, Andrew W. Leitura, escrita e dislexia: Uma análise cognitiva. Porto Alegre: Artes Médicas, 1995.
FAY, Aline. Cérebro, leitura e dislexia: um estudo experimental sobre a leitura e as bases neurais da dislexia em monolíngues e aprendizes de Inglês como L2, com o uso de ressonância magnética funcional. 2016. 207 fl. Tese (Doutorado em Letras/Linguística) – Programa de Pós-graduação em Letras, PUCRS, Porto Alegre, 2016.
FROST, R. Sistemas ortográficos e processos de reconhecimento de palavras na leitura. In: SNOWLING, M.; HULME. (Org.). A ciência da leitura. Porto Alegre: Penso, 2013.
GROSJEAN, F. Bilingual: Life and Reality. Cambridge: Harvard University Press, 2010.
HORST, Angelo; KRUSZIELSKI, Leandro. Rotas funcionais de leitura de palavras isoladas em crianças bilíngues. Psicologia Argumento, v. 31, n. 72, p. 45–55, 2013.
JAMAL, Gulgoona; MONGA, Tarun. Reading Strategies of first Grade bilingual children in Hindi and English. Asia Pacific Disability Rehabilitation Journal, v. 21, n. 2, p. 127-142, 2010.
JAMAL, Nasheed I. et al. Neural basis of single-word reading in Spanish-English bilinguals. Human Brain Mapping, v. 33, n. 1, p. 235-245, 2012.
JOYAL, M. et al. The role of the left anterior temporal lobe for unpredictable and complex mappings in word reading. Frontiers in Psychology, v. 8, n. 517, 2017.
KATZ, Leonard; FROST, Ram. The Reading Processis Different for Different Orthographies: The Orthographic Depth Hypothesis. Advances in Psychology, v. 94, p. 67-84, 1992.
KUMAR, Uttam. Effect of orthography over neural regions in bilinguals: A view from neuroimaging. Neuroscience Letters, v. 580, p. 94-99, 2014.
MESCHYAN, Gayane; HERNANDEZ, Arturo E. Impact of language proficiency and orthographic transparency on bilingual word reading: An fMRI investigation. NeuroImage, v. 29, n. 4, p. 1135-
, 2006.
PRIMATIVO, Silvia et al. Bilingual vocabulary size and lexical reading in Italian. Acta Psychologica, v. 144, n. 3, p. 554-562, 2013.
PROBERT, Tracy et al. Word recognition strategies amongst isiXhosa/English bilingual learners: The interaction of orthography and language of learning and teaching. [S.d.]. p. 1-10.
RODRIGUES, Jaqueline C. et al. Construção da Tarefa de Leitura de Palavras e Pseudopalavras (TLPP) e Desempenho de Leitores Proficientes. Temas em Psicologia, v. 23, n. 2, p. 413-429, 2015.
SALLES, Jerusa F. Habilidades e dificuldades de leitura e escrita em crianças de 2a série: Abordagem neuropsicológica cognitiva. 2005. 303fls. Tese (Doutorado em Psicologia) – Universidade Federal do Rio Grande do Sul, Porto Alegre, 2005.
SALLES, Jerusa F.; PARENTE, Maria Alice M. P. Processos Cognitivos na Leitura de Palavras em Crianças: Relações com Compreensão e Tempo de Leitura. Psicologia: Reflexão e Crítica, v. 15, n. 2, p. 321-331, 2002.
SEYMOR, Philip H. K. et al. Foundation Literacy in European Ortographies. British Journal of Psychology, v. 94, n. 2, p. 143-74, 2003.
SIMON, Grégory et al. Orthographic transparency and grapheme-phoneme conversion: An ERP study in Arabic and French readers. Brain Research, v. 1104, n. 1, p. 141-152, 2006.
SOARES, Magda. Alfabetização: a questão dos métodos. São Paulo: Contexto, 2016.
TIMMER, Kalinka; SCHILLER, Niels O. The role of orthography and phonology in English: An ERP study on first and second language reading aloud. Brain Research, v. 1483, p. 39-53, 2012.
WEEKES, B. S. Differential effects of number of letters on word and nonword naming latency. Quarterly Journal of Experimental Psychology A, v. 50, n. 2. p. 439-456, 1997.
WILSON, M. A.; ELLIS, A. W.; BURANI, C. Age-of-acquisition affects word naming in Italian only when stress is irregular. Acta Psychologica, v. 39, p. 417-424, 2012.
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Letrônica implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Letrônica as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
