What research can tell us about the interaction between dyslexia and bilingualism
An integrative review
DOI:
https://doi.org/10.15448/1984-4301.2021.2.38695Keywords:
Reading Difficulties, Dyslexia, Bilingualism, EducationAbstract
Dyslexia is a reading difficulty of neurological basis which is often associated to a deficit at the phonological level of reading – but not restricted to it. In this review, we sought to identify relevant research conducted on the interaction between dyslexia and bilingualism in the last twenty years. For this purpose, eleven studies were selected from CAPES Journals Portal. Results of these studies reached contrasting conclusions, some indicating a continuum of dyslexic traces across the languages, while others emphasized the role of interacting factors such as orthographic depth and language granularity modulating the manifestations of dyslexia in each language. The implications of these findings for education are also discussed.
Downloads
References
ARDILA, Alfredo. Errors resembling semantic paralexias in Spanish-speaking aphasics. Brain and Language, v. 41, p. 437–445, 1991. https://doi.org/10.1016/0093-934X(91)90165-W
BERKO, Jean. The Child’s Learning of English Morphology. Word, v. 14, p. 150–177, 1958. https://doi.org/10.1080/00437956.1958.11659661
BUCHWEITZ, Augusto, et al. Decoupling of the Occipitotemporal Cortex and the Brain’s Default-Mode Network in Dyslexia and a Role for the Cingulate Cortex in Good Readers: a brain imaging study of Brazilian children. Developmental Neuropsychology, v. 44, n. 1, p. 146-157, feb. 2018. http://dx.doi.org/10.1080/87565641.2017.1292516
CHUNG, Kevin Kien Hoa; HO, Connie Suk Han. Second Language Learning Difficulties in Chinese Children with Dyslexia: What are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading? Journal of Learning Disabilities, v. 43, n. 3, p. 195–211, 2010. https://doi.org/10.1177/0022219409345018
DEHAENE, Stanislas. Os neurônios da leitura. Porto Alegre: Penso, 2012.
FINGER, Ingrid; BRENTANO, Luciana; FONTES, Ana Beatriz Arêas da Luz. Neurociências, Psicolinguística e Aprendizagem de Línguas Adicionais: um diálogo necessário no contexto da educação do século 21. In: MAIA, Marcus (org.). Psicolinguística e Educação. Campinas: Mercado de Letras, 2018. p. 197-220.
GUNDERSON, Lee; D’SILVA, Reginald; CHEN, Louis. Second Language Reading Disability: International Themes. In: FRANZEN, Anne McGill; ALLINGTON, Richard. Handbook of Reading Disability Research. New York: Routledge, 2011. p. 12-24.
HEDMAN, Christina. Profiling dyslexia in bilingual adolescents. International Journal Of Speech-Language Pathology, v. 14, n. 6, p. 529-542, aug. 2012. http://dx.doi.org/10.3109/17549507.2012.693201
HULME, Charles; SNOWLING, Margaret Jean. The interface between spoken and written language: developmental disorders. Philosophical Transactions Of The Royal Society B: Biological Sciences, v. 369, n. 1634, p. 201-395, jan. 2014. http://dx.doi.org/10.1098/rstb.2012.0395
INTERNATIONAL DYSLEXIA ASSOCIATION. Definition of Dyslexia. 2002. Available at: https://dyslexiaida.org/definition-of-dyslexia/ Access in 16 jun. 2020.
JOSHI, R. Malt Malatesha; PADAKANNAYA, Prakash; NISHANIMATH, Surendranath. Dyslexia and hyperlexia in bilinguals. Dyslexia, v. 16, n. 2, p. 99-118, 2010. http://dx.doi.org/10.1002/dys.402
KERSHNER, John. Neuroscience and education: cerebral lateralization of networks and oscillations in dyslexia. Laterality, v. 25, n. 1, p. 109-125, apr. 2019. http://dx.doi.org/10.1080/1357650x.2019.1606820
KRONBICHLER, Lisa; KRONBICHLER, Martin. The Importance of the Left Occipitotemporal Cortex in Developmental Dyslexia. Current Developmental Disorders Reports, v. 5, n. 1, p. 1-8, jan. 2018. http://dx.doi.org/10.1007/s40474-018-0135-4
KUERTEN, Anna Belavina; MOTA, Mailce Borges; SEGAERT, Katrien. Developmental dyslexia: a condensed review of literature. Ilha do Desterro, v. 72, n. 3, p. 249-270, sep./dec. 2019. http://dx.doi.org/10.5007/2175-8026.2019v72n3p249
LALLIER, Marie et al. Learning to Read Bilingually Modulates the Manifestations of Dyslexia in Adults. Scientific Studies Of Reading, v. 22, n. 4, p. 335-349, mar. 2018. http://dx.doi.org/10.1080/10888438.2018.1447942
LIVINGSTONE, Margaret Stratford et al. Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia. Proceedings of the National Academy of Sciences of the United States of America, v. 88, n. 18, p. 7943–7947, 1991. http://dx.doi.org/10.1073/pnas.88.18.7943
LOVEGROVE, William John et al. Specific reading disability: differences in contrast sensitivity as a function of spatial frequency. Science, v. 210, n. 4468, p. 439–440, 1980. http://dx.doi.org/10.1126/science.7433985
LOVETT, Maureen; STEINBACH, Karen A.; FRIJTERS, Jan. Remediating the core deficits of developmental reading disability: a double-deficit perspective. Journal of Learning Disabilities, v. 33, n. 4, p. 334–358, 2000. http://dx.doi.org/10.1177/002221940003300406
MAIA, Marcus (Org.). Psicolinguística e educação. São Paulo: Mercado de Letras, 2018.
MATTINGLY, Ignatius G. Reading, the linguistic process and linguistic awareness. In: KAVANAGH, James F.; MATTINGLY, Ignatius G. Language by ear and by eye: the relationships between speech and reading. Cambridge, MA: MIT Press, 1972.
MIYAKE, Akira; FRIEDMAN, Naomi P. The Nature and Organization of Individual Differences in Executive Functions. Current Directions in Psychological Science, v. 21, n. 1, p. 8-14, jan. 2012. http://dx.doi.org/10.1177/0963721411429458
MORTON, John; FRITH, Uta. Causal modeling - A structural approach to developmental psychopathology. In: CICCHETTI, Dante; COHEN, Donald (Eds.), Developmental Psychopathology. New York: Wiley, 1995.
MOTA, Mailce Borges; BUCHWEITZ, Augusto. Psycholinguistics: implications for the classroom. Ilha do Desterro, v. 72, n. 3, p. 11-16, oct. 2019. http://dx.doi.org/10.5007/2175-8026.2019v72n3p11
NICOLSON, Roderick I.; FAWCETT, Angela. J. Dyslexia, Learning and the Brain. Cambrigde, MA: MIT Press, 2008.
PARK, Haeme; BADZAKOVA-TRAJKOV, Gjurgjica; WALDIE, Karen. Brain activity in bilingual developmental dyslexia: an fMRI study. Neurocase, v. 18, p. 286-97, 2012. https://doi.org/10.1080/13554794.2011.588182
PINHEIRO, Ângela Maria Vieira Pinheiro; SCLIAR-CABRAL, Leonor. Dislexia: causas e consequências. Belo Horizonte: Editora UFMG, 2018.
RAMUS, Franck, et al. Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, v. 126, n. 4, p. 841-865, apr. 2003. http://dx.doi.org/10.1093/brain/awg076
RAMUS, Franck. Neurobiology of dyslexia: a reinterpretation of the data. Trends in Neurosciences, v. 27, n. 12, p. 720-726, dec. 2004. http://dx.doi.org/10.1016/j.tins.2004.10.004
SCHMALZ, Xenia, et al. Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, v. 22, n. 6, p. 1614-1629, apr. 2015. http://dx.doi.org/10.3758/s13423-015-0835-2
SHAYWITZ, Sally E. Overcoming dyslexia: a new and complete science-based program for reading problems at any level. New York, NY: Vintage, 2008.
SKOTTUN, Bern Christian. The magnocellular deficit theory of dyslexia: the evidence from contrast sensitivity. Vision Research, v. 40, n. 1, p. 111–127, 2000. https://doi.org/10.1016/S0042-6989(99)00170-4
STEIN, John. The magnocellular theory of developmental dyslexia. Dyslexia, v. 7, n.1, p. 12–36, 2001. https://doi.org/10.1002/dys.186
STEIN, John; TALCOTT, Joel; WALSH, Vincent. Controversy about the visual magnocellular deficit in developmental dyslexics. Trends in Cognitive Sciences, v. 4, n. 6, p. 209–210, 2000. https://doi.org/10.1016/S1364-6613(00)01484-4
TAINTURIER, Marie-Josèphe; ROBERTS, Jennifer; LEEK, E. Charles. Do reading processes differ in transparent versus opaque orthographies? A study of acquired dyslexia in Welsh/English bilinguals. Cognitive Neuropsychology, v. 28, n. 8, p. 546-563, dez. 2011. http://dx.doi.org/10.1080/02643294.2012.698986
TEIXEIRA, Mariana Terra; LIMBERGER, Bernardo Kolling; BUCHWEITZ, Augusto. O desempenho de crianças em fase de alfabetização em avaliações de leitura e escrita. Estudos linguísticos, v. 45, n. 2, p. 595-610, 2016. https://doi.org/10.21165/el.v45i2.982
VALDOIS, Sylviane et al. Dyslexia in a French–Spanish bilingual girl: behavioural and neural modulations following a visual attention span intervention. Cortex, v. 53, p. 120-145, apr. 2014. http://dx.doi.org/10.1016/j.cortex.2013.11.006
VAN SETTEN, Ellie R. H. et al. L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia. Peerj, v. 5, p. 1-23, oct. 2017. http://dx.doi.org/10.7717/peerj.3895
VELLUTINO, Frank R.; FLETCHER, Jack M. Developmental Dyslexia. In: SNOWLING, Margaret J.; HULME, Charles (Eds.). The science of reading: a handbook. Malden, USA: Blackwell Publishing, 2005.
VENDER, Maria et al. Inflectional morphology: evidence for an advantage of bilingualism in dyslexia. International Journal of Bilingual Education and Bilingualism, p. 1-18, mar. 2018. http://dx.doi.org/10.1080/13670050.2018.1450355
WALDIE, Karen Elizabeth et al. The cognitive and neural correlates of written language: a selective review of bilingualism. Journal of the Royal Society of New Zealand, p. 1-16, jun. 2020. http://dx.doi.org/10.1080/03036758.2020.1779093
WIMMER, Heinz; MAYRINGER, Heinz; LANDERL, Karin. The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, v. 92, n. 4, p. 668-680, 2000. http://dx.doi.org/10.1037/0022-0663.92.4.668
WOLF, Maryanne; BOWERS, Patricia G. Naming-Speed Processes and Developmental Reading Disabilities: An Introduction to the Special Issue on the Double-Deficit Hypothesis. Journal of Learning Disabilities, v. 33, n. 4, p. 322–324, 2000. https://doi.org/10.1177/002221940003300404
WYDELL, Taeko Nakayama; BUTTERWORTH, Brian. A case study of an English-Japanese bilingual with monolingual dyslexia. Cognition, v. 70, p. 273–305, 1999. https://doi.org/10.1016/S0010-0277(99)00016-5
WYDELL, Taeko Nakayama; KONDO, Tadahisa. Phonological deficit and the reliance on orthographic approximation for reading: a follow-up study on an English-Japanese bilingual with monolingual dyslexia. Journal of Research in Reading, v. 26, n. 1, p. 33-48, 2003. https://doi.org/10.1111/1467-9817.261004
WILLEMS, Roel Mathieu; CRISTIA, Alejandrina. Hemodynamic Methods: fMRI and fNIRS. In: DE GROOT, Anette M. B.; HAGOORT, Peter. Research Methods in Psycholinguistics and the Neurobiology of Language: a practical guide. Oxford: Wiley Blackwell, 2018.
ZIEGLER, Johannes C.; GOSWAMI, Usha. Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: a psycholinguistic grain size theory. Psychological Bulletin, v. 131, n. 1, p. 3-29, 2005. http://dx.doi.org/10.1037/0033-2909.131.1.3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Letrônica
This work is licensed under a Creative Commons Attribution 4.0 International 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.
