Bilingual word reading as viewed by the dual-route model: a systematic review

• Autor(a) principal: Siqueira, Ellen Cristina Gerner
• Data de Publicação: 2018
• Outros Autores: Hübner, Lilian Cristine, Wilson, Maximiliano Agustin
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: letrônica
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/26427
• topic: Bilingualism; Reading; Dual-route model.; Bilinguismo; Leitura; Modelo de dupla rota.; Bilinguismo; Leitura; Modelo de dupla rota.

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.