Abstract
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.
Highlights
Brazilian researchers in psycholinguistics have had a growing interest in the intersection of this field with education
One topic that has gathered considerable attention of both Brazilian and worldwide researchers is reading difficulties2, and in this paper we focus on one specific difficulty namely dyslexia
In Brazil, there are several projects focusing on this dyslexia, to name a few, Instituto ABDC, which is a non-profit organization aimed at sharing information about dyslexia around the country; PROJETO ACERTA (Avaliação de Crianças Em Risco de Transtorno de Aprendizagem) which aims at identifying, in their two centers in Florianópolis and Natal, learning disabilities early in life (TEIXEIRA; LIMBERGER; BUCHWEITZ, 2016)
Summary
Brazilian researchers in psycholinguistics have had a growing interest in the intersection of this field with education. Recent examples are the book “Psicolinguística e Educação”, edited by Marcus Maia (2018), and the thematic issue of Journal Ilha do Desterro entitled “Psycholinguistics: Implications for the Classroom” edited by Mailce Borges Mota and Augusto Buchweitz (2019). Both publications share the same goal: to demonstrate how psycholinguistic studies meet the demands of educators and students. One of the labs involved in the latter project investigates the neurobiology of learning difficulties, which is held at Pontifícia Universidade Católica do Rio Grande do Sul. recent research in this field has been interested in investigating the neural characteristics of bilinguals with dyslexia (PARK; BADZAKOVATRAJKOV; WALDIE, 2012). We sum up the main findings attempting to draw some major considerations on how these findings might contribute to teaching and learning
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