Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito
Ricerche di Psicologia/Psychological Research Journal - Open Access

Articoli

Ultimi articoli

Reframing developmental dyslexia and bilingualism: An overview to enhance strengths and advantages

DOI
https://doi.org/10.3280/rip2023oa18180
Inviata
17 luglio 2024
Pubblicato
22-07-2024

Abstract

This paper explores the evolving perceptions of bilingualism and developmental dyslexia, shifting from viewing them as deficits to acknowledging their inherent strengths. This overview contributes to the evolving narrative surrounding dyslexia and bilingualism, urging a revaluation of these conditions from deficit-centered perspectives to recognize the diverse cognitive abilities and adaptive advantages they offer. It delves into the positive aspects associated with developmental dyslexia, highlighting cognitive strengths like visuospatial skills, narrative reasoning, and dynamic reasoning.
Additionally, it examines the multifaceted nature of bilingualism, outlining distinctions between types of bilingualism and emphasizing cognitive benefits such as enhanced cognitive flexibility, attentional skills, and executive functions among bilingual individuals. The complexities of language acquisition, socioeconomic factors, and societal support are discussed in understanding the interplay between language acquisition and cognitive development in bilingual contexts. Furthermore, the paper navigates the intricate connection between dyslexia and bilingualism, emphasizing factors like language exposure, linguistic characteristics, and individual cognitive processes that influence their interaction. Dyslexia significantly impacts language acquisition and proficiency in both native and second languages, requiring tailored assessments and interventions for dyslexic bilingual individuals.

Riferimenti bibliografici

  1. American Psychiatric Association, D. S. M. T. F., & American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 5, No. 5). Washington, DC: American psychiatric association.
  2. Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters.
  3. Bellocchi, S., Tobia, V., & Bonifacci, P. (2017). Predictors of reading and comprehension abilities in bilingual and monolingual children: a
  4. longitudinal study on a transparent language. Reading and Writing, 30(6), 1311-1334. DOI: 10.1007/S11145-017-9725-5.
  5. Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233. DOI: 10.1037/bul0000099.
  6. Bialystok, E. (2021). Bilingualism: Pathway to cognitive reserve. Trends in Cognitive Sciences, 25(5), 355-364. DOI: 10.1016/j.tics.2021.02.003.
  7. Bialystok, E., Craik, F. I. M., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45(2), 459-464. DOI: 10.1016/j.neuropsychologia.2006.10.009.
  8. Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240-250. DOI: 10.1016/j.tics.2012.03.001.
  9. Blumenfeld, H. K., & Marian, V. (2011). Bilingualism influences inhibitory control in auditory comprehension. Cognition, 118(2), 245-257. DOI: 10.1016/j.cognition.2010.10.012.
  10. Bogdanowicz, K. M., & Bogdanowicz, M. (2016). “The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language. Polish Psychological Bulletin, 3. DOI: 10.1515/ppb-2016-0032.
  11. Bonifacci, P., Cappello, G., & Bellocchi, S. (2012). Linguaggio e cognizione: implicazioni dal bilinguismo. Rivista Italiana di Filosofia del Linguaggio, 5, 7-21.
  12. Bonifacci, P., et al. (2016). Specific learning disorders: A look inside children’s and parents’ psychological well-being and relationships. Journal of Learning Disabilities, 49(5), 532-545. DOI: 10.1177/0022219414566681.
  13. Botezatu, M. R., et al. (2021). Discourse fluency modulates spoken word recognition in monolingual and L2 speakers. Bilingualism: Language and Cognition, 1-14. DOI: 10.1017/S1366728921001024.
  14. Brown, H. D., & Lee, H. (2015). Teaching principles. P. Ed Australia.
  15. Cancer, A., & Antonietti, A. (2019). Creativity and dyslexia: Theoretical insights and empirical evidence supporting a possible link. In S. Kreitler (Ed.), New frontiers in creativity (pp. 125-148). Nova Science Publisher. http://hdl.handle.net/10807/149270.
  16. Chilosi, A. M., Piazzalunga, S., Pfanner, L., & Cipriani, P. (2023). TCGB-2: Test di comprensione grammaticale per bambini-Seconda Edizione. Edizioni Hogrefe, Firenze.
  17. Cianchetti, C. , & Sannio Fancello, G. (2003). Test TVL - Valutazione del linguaggio. Edizioni Erickson-Trento.
  18. Comishen, K. J., Bialystok, E., & Adler, S. A. (2019). The impact of bilingual environments on selective attention in infancy. Developmental Science, 22(4), e12797. DOI: 10.1111/desc.12797.
  19. Cummins, J. (1979). Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, 19. DOI: 10.3102/00346543049002222.
  20. De Bruin, A., Dick, A. S., & Carreiras, M. (2021). Clear theories are needed to interpret differences: Perspectives on the bilingual advantage debate. Neurobiology of Language, 2(4), 433-451. DOI: 10.1162/nol_a_00038.
  21. De Lamo White, C., & Jin, L. (2011). Evaluation of speech and language assessment approaches with bilingual children. International Journal of Language & Communication Disorders, 46(6), 613-627. DOI: 10.1111/j.1460-6984.2011.00049.x.
  22. Djumabaeva, J. S., & Kengboyeva, M. Y. (2021). Bilingualism and its importance in human life. Linguistics and Culture Review, 5(1), 53-63. DOI: 10.37028/lingcure.v5n1.451.
  23. Dunabeitia, J. A., et al. (2014). The inhibitory advantage in bilingual children revisited: myth or reality?. Experimental Psychology, 61(3), 234. DOI: 10.1027/1618-3169/a000243.
  24. Eide B., Eide F. (2019). “Bug or feature: understanding the dyslexic advantage,” in Proceedings of the Dyslexi och Kreativitet, June 3rd, 2019, Stockholm.
  25. Eide, B. L., & Eide, F. F. (2012). The dyslexic advantage: Unlocking the hidden potential of the dyslexic brain. Penguin.
  26. Erbeli, F., Rice, M., & Paracchini, S. (2021). Insights into dyslexia genetics research from the last two decades. Brain Sciences, 12(1), 27. DOI: 10.3390/brainsci12010027.
  27. Filippi, R., Karaminis, T., & Thomas, M. S. C. (2014). Language switching in bilingual production: Empirical data and computational modelling. Bilingualism: Language and Cognition, 17(2), 294-315. DOI: 10.1017/S1366728913000485.
  28. Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45-60. DOI: 10.1016/j.cpr.2018.09.002.
  29. Geschwind, N. (1982). Why Orton was right. Annals of Dyslexia, 13-30.
  30. Green, D. W., & Abutalebi, J. (2013). Language control in bilinguals: The adaptive control hypothesis. Journal of Cognitive Psychology, 25(5), 515-530. DOI: 10.1080/20445911.2013.796377.
  31. Grote, K. S., Scott, R. M., & Gilger, J. (2021). Bilingual advantages in executive functioning: Evidence from a low-income sample. First Language, 41(6), 677-700. DOI: 10.1177/014272372110242.
  32. Gutiérrez-Ortega, M., Torres-Quesada, M., Crespo, P., López-Fernández, V., Fariña, N., & Barbón, A. (2023). Are dyslexic people more creative? Myth or reality: A meta-analysis. Psicología Educativa, 29(1), 55-64. DOI: 10.5093/psed2023a1.
  33. Hansen, P., et al. (2019). Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods. International Journal of Bilingualism, 23(2) , 437-456. DOI: 10.1177/13670069177330.
  34. Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
  35. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
  36. Istituto Superiore di Sanità. (2022). Linee Guida per la gestione dei disturbi specifici dell’apprendimento. Sistema Nazionale Linee Guida dell’Istituto Superiore di Sanità.
  37. Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60-99.
  38. Kalamala, P., Senderecka, M., & Wodniecka, Z. (2022). On the multidimensionality of bilingualism and the unique role of language use.
  39. Bilingualism: Language and Cognition, 25(3), 471-483. DOI: 10.1017/S1366728921001073.
  40. Kirby, P. (2020) Dyslexia debated, then and now: a historical perspective on the dyslexia debate, Oxford Review of Education, 46(4), 472-486, DOI: 10.1080/03054985.2020.1747418.
  41. Košak-babuder, M., et al. (2019). The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners. Language Testing, 36(1), 51-75. DOI: 10.1177/026553221875694.
  42. Lecerf, M. A., Casalis, S., & Commissaire, E. (2023). New insights into bilingual visual word recognition: State of the art on the role of orthographic markedness, its theoretical implications, and future research directions. Psychonomic Bulletin & Review, 1-25.
  43. Lenneberg, E. H. (1969). On Explaining Language: The development of language in children can best be understood in the context of developmental biology. Science, 164(3880), 635-643.
  44. Levelt, W.JM; Roelofs, A. and Meyer, A.S. (1999). A theory of lexical access in speech production. Behavioral and brain sciences, 22(1), 1-38. DOI: 10.1017/S0140525X99001776.
  45. Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Vernice, M., & Sarti, D. (2021). Comparison on well-being, engagement and perceived school climate in secondary school students with learning difficulties and specific learning disorders: An exploratory study. Behavioral Sciences, 11(7), 103. DOI: 10.3390/ bs11070103.
  46. Luk, G., De Sa, E., & Bialystok, E. (2011). Is there a relation between onset age of bilingualism and enhancement of cognitive control?. Bilingualism: Language and Cognition, 14(4), 588-595. DOI: 10.1017/S1366728911000010.
  47. Marini, A., Marotta, L., Bulgheroni, S., & Fabbro, F. (2015). Batteria per la Valutazione del linguaggio in Bambini dai 4 ai 12 anni (BVL_4-12). Firenze: Giunti O.S.
  48. Maunsell, M. (2020). Dyslexia in a global context: a cross-linguistic, crosscultural perspective. Latin American Journal of Content & Language Integrated Learning, 13(1). DOI: 10.5294/laclil.2020.13.1.6.
  49. Mclaughlin, B. (1981). Differences and similarities between first- and second language learning. Annals of the New York Academy of Sciences, 379.
  50. Norton, B. (2013). Identity and language learning. In Identity and Language Learning. Multilingual Matters.
  51. Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders. A handbook on bilingualism and second language learning (2nd ed.).
  52. Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830), 1997-2007. DOI: 10.1016/S0140-6736(12)60198-6.
  53. Poulin-Dubois, D., et al. (2021). Effect of bilingualism on infants’ cognitive flexibility. Bilingualism: Language and Cognition, 1-14 . DOI: 10.1017/S1366728921000912.
  54. Romaine, S. (1989). The role of children in linguistic change. In LE Breivik & EH Jahr (Eds.), (pp. 199-226).
  55. Stella G., Pizzoli C. E., Tressoldi P. E. (2000). Peabody. Test di Vocabolario Recettivo. Torino: Omega Edizioni.
  56. Spolsky, B. (1989). Bilingualism. In Linguistics: The Cambridge Survey (pp. 100-118).
  57. Tainturier, M. J., Roberts, J., & Charles Leek, E. (2011). Do reading processes differ in transparent versus opaque orthographies? A study of acquired dyslexia in Welsh/English bilinguals. Cognitive Neuropsychology, 28(8), 546-563. DOI: 10.1080/02643294.2012.698986.
  58. Taylor, H., & Vestergaard, M. D. (2022). Developmental dyslexia: disorder or specialization in exploration?. Frontiers in Psychology, 3374. DOI: 10.3389/fpsyg.2022.889245.
  59. Thordardottir, E. T. (2005). Early lexical and syntactic development in Quebec French and English: implications for cross-linguistic and bilingual assessment. International Journal of Language & Communication Disorders, 40(3), 243-278. DOI: 10.1080/13682820410001729655.
  60. Thordardottir, E. T., & Juliusdottir, A. G. (2013). Icelandic as a second language: A longitudinal study of language knowledge and processing by school-age children. International Journal of Bilingual Education and Bilingualism, 16(4), 411-435. DOI: 10.1080/13670050.2012.693062.
  61. Thordardottir, E., & Brandeker, M. (2013). The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders, 46(1), 1-16. Doi: 10.1016/j.jcomdis.2012.08.002.
  62. Thordardottir, E., Rothenberg, A., Rivard M. E., & Naves, R. (2006). Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages?. Journal of Multilingual Communication Disorders, 4(1), 1-21. DOI: 10.1080/14769670500215647.
  63. Tomoschuk, B., Ferreira, V. S., & Gollan, T. H. (2019). When a seven is not a seven: Self-ratings of bilingual language proficiency differ between and within language populations. Bilingualism: Language and Cognition, 22(3), 516-536. DOI: 10.1017/S1366728918000421.
  64. Valdois, S. (2010). Dyslexia (developmental). In G. F. Koob, M. Le Moal, & R. F. Thompson (Eds), Encyclopaedia of Behavioural Neuroscience (pp. 454-460). Elsevier.
  65. Vender, M., & Melloni, C. (2021). Phonological awareness across child populations: How bilingualism and dyslexia interact. Languages, 6(1), 39. DOI: 10.3390/languages6010039.
  66. Wagner, R. K., et al. (2020). The prevalence of dyslexia: A new approach to its estimation. Journal of Learning Disabilities, 53(5), 354-365. DOI: 10.1177/0022219420920377.
  67. Weisleder, A., Friend, M., Tsui, A., & Marchman, V. A. (2023). Using parent report to measure vocabulary in young bilingual children: A scoping review. Language Learning. DOI: 10.1111/lang.12617.
  68. Yu, C.-L., Kovelman, I., & Wellman, H. M. (2021). How Bilingualism Informs Theory of Mind Development. Child Development Perspectives, 15(3), 154-159. DOI: 10.1111/cdep.12412.

Metriche

Caricamento metriche ...