Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2

Detalhes bibliográficos
Autor(a) principal: Reina, Rebecca
Data de Publicação: 2023
Outros Autores: Soto, Marije, Marques, Jessica, Reina, Márcia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Ilha do Desterro
Texto Completo: https://periodicos.ufsc.br/index.php/desterro/article/view/94534
Resumo: Dyslexics are often discouraged from L2 learning; however, it can have beneficial effects. The dual route reading model (Ellis, 1995) proposes reading processing via two distinct routes: the lexical and phonological route. We investigated reading performance in young bilingual dyslexics (aged 8-11) in English and Brazilian Portuguese (BP), checking for transfer of the direct lexical reading strategy, more compatible with the opaque and irregular English orthography as well as dyslexia, thus benefiting reading in BP also. Indeed, dyslexics showed poorer performance on reading pseudowords, but less impairment for frequent words and better performance in English than in BP, with near similar scores compared to controls for sentence reading. This shows that high exposure to English in immersive and student-centered educational contexts may enhance reading even in young bilingual dyslexics.
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spelling Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2Dislexia, Bilinguismo e Educação: Influência no Processamento de Leitura em L1 e L2dyslexiabilinguismeducationreadingorthographic depthdislexiabilinguismoeducaçãoleituraprofundidade ortográficaDyslexics are often discouraged from L2 learning; however, it can have beneficial effects. The dual route reading model (Ellis, 1995) proposes reading processing via two distinct routes: the lexical and phonological route. We investigated reading performance in young bilingual dyslexics (aged 8-11) in English and Brazilian Portuguese (BP), checking for transfer of the direct lexical reading strategy, more compatible with the opaque and irregular English orthography as well as dyslexia, thus benefiting reading in BP also. Indeed, dyslexics showed poorer performance on reading pseudowords, but less impairment for frequent words and better performance in English than in BP, with near similar scores compared to controls for sentence reading. This shows that high exposure to English in immersive and student-centered educational contexts may enhance reading even in young bilingual dyslexics.Os disléxicos são frequentemente desencorajados da aprendizagem da L2; no entanto, pode ter efeitos benéficos. O modelo de leitura de dupla rota (Ellis, 1995) propõe o processamento da leitura por meio de duas rotas distintas: a rota lexical e a fonológica. Investigamos o desempenho de leitura de jovens disléxicos bilíngues (8 a 11 anos) em inglês e português brasileiro (PB), verificando a transferência da estratégia de leitura lexical direta, mais compatível com a ortografia opaca e irregular do inglês, bem como a dislexia, beneficiando assim a leitura na BP também. Na verdade, os disléxicos apresentaram pior desempenho na leitura de pseudopalavras, mas menos prejuízo para palavras frequentes e melhor desempenho em inglês do que em PB, com pontuações quase semelhantes em comparação aos controles para leitura de frases. Isto mostra que a alta exposição ao inglês em contextos educacionais imersivos e centrados no aluno pode melhorar a leitura mesmo em jovens disléxicos bilíngues.UFSC2023-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/9453410.5007/2175-8026.2023.e94534Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 76 No. 3 (2023): Experimental studies on bilingualism and language learning Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 76 n. 3 (2023): Experimental studies on bilingualism and language learning 2175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCenghttps://periodicos.ufsc.br/index.php/desterro/article/view/94534/54729Copyright (c) 2023 Rebecca Reina, Marije Soto, Jessica Marques, Márcia Reinahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessReina, RebeccaSoto, MarijeMarques, JessicaReina, Márcia2023-11-30T19:46:16Zoai:periodicos.ufsc.br:article/94534Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2023-11-30T19:46:16Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
Dislexia, Bilinguismo e Educação: Influência no Processamento de Leitura em L1 e L2
title Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
spellingShingle Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
Reina, Rebecca
dyslexia
bilinguism
education
reading
orthographic depth
dislexia
bilinguismo
educação
leitura
profundidade ortográfica
title_short Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
title_full Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
title_fullStr Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
title_full_unstemmed Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
title_sort Dyslexia, Bilingualism and Education: Influence on Reading Processing in L1 and L2
author Reina, Rebecca
author_facet Reina, Rebecca
Soto, Marije
Marques, Jessica
Reina, Márcia
author_role author
author2 Soto, Marije
Marques, Jessica
Reina, Márcia
author2_role author
author
author
dc.contributor.author.fl_str_mv Reina, Rebecca
Soto, Marije
Marques, Jessica
Reina, Márcia
dc.subject.por.fl_str_mv dyslexia
bilinguism
education
reading
orthographic depth
dislexia
bilinguismo
educação
leitura
profundidade ortográfica
topic dyslexia
bilinguism
education
reading
orthographic depth
dislexia
bilinguismo
educação
leitura
profundidade ortográfica
description Dyslexics are often discouraged from L2 learning; however, it can have beneficial effects. The dual route reading model (Ellis, 1995) proposes reading processing via two distinct routes: the lexical and phonological route. We investigated reading performance in young bilingual dyslexics (aged 8-11) in English and Brazilian Portuguese (BP), checking for transfer of the direct lexical reading strategy, more compatible with the opaque and irregular English orthography as well as dyslexia, thus benefiting reading in BP also. Indeed, dyslexics showed poorer performance on reading pseudowords, but less impairment for frequent words and better performance in English than in BP, with near similar scores compared to controls for sentence reading. This shows that high exposure to English in immersive and student-centered educational contexts may enhance reading even in young bilingual dyslexics.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/desterro/article/view/94534
10.5007/2175-8026.2023.e94534
url https://periodicos.ufsc.br/index.php/desterro/article/view/94534
identifier_str_mv 10.5007/2175-8026.2023.e94534
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/desterro/article/view/94534/54729
dc.rights.driver.fl_str_mv Copyright (c) 2023 Rebecca Reina, Marije Soto, Jessica Marques, Márcia Reina
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Rebecca Reina, Marije Soto, Jessica Marques, Márcia Reina
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UFSC
publisher.none.fl_str_mv UFSC
dc.source.none.fl_str_mv Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 76 No. 3 (2023): Experimental studies on bilingualism and language learning
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 76 n. 3 (2023): Experimental studies on bilingualism and language learning
2175-8026
0101-4846
reponame:Ilha do Desterro
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Ilha do Desterro
collection Ilha do Desterro
repository.name.fl_str_mv Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com
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