Phonological processing and reading in children with learning difficulties in Portuguese-English bilingual schools
case reports
DOI:
https://doi.org/10.23925/2176-2724.2022v34i1e52385Keywords:
Multilingualism, Reading, Academic FailureAbstract
Introduction: There is a positive influence on language development when there is exposure to a new language. However, when considering this context in children with learning difficulties, the deficits presented in the first language can be transferred to the learning of the second. Objective: The aim of the present study was to characterize the performance in phonological processing and reading in three children with learning difficulties from Brazilian-English bilingual schools. Method: General data on the development and performance in phonological awareness skills, phonological working memory, access to mental lexicon and reading in three children aged 8 to 9 years, attending the 2nd and 3rd year of elementary school were described; all with at least two years of exposure to bilingual school, especially in literacy. In the evaluation, the protocols CONFIAS, Phonological Working Memory, TENA, RAN and Protocol for Assessment of Reading Comprehension of Expository Texts were applied. Results: The children performed below expectations in terms of phonological processing skills, difficulties in oral reading fluency, as well as in reading comprehension. Conclusion: These results can contribute to the understanding of aspects of written language in the performance of speech therapists with bilingual children, regarding clinical and educational implications, given the scarcity of studies in this area in Brazil.
Downloads
Metrics
References
Flores BTM. Bilinguismo. Textura, Canoas. 2005; 7(12): 79-89.
Souza LBR, Leite AGC. Profile of phonological awareness in bilingual and monolingual children. CoDAS. 2014; 26(1): 61-7.
Core C, Scarpelli C. Phonological development in young bilinguals: Clinical Implications. Seminars in speech and language. 2015; 36(2): 100-8.
Megale AH. Bilinguismo e educação bilíngue – discutindo conceitos. ReVEL. 2005: 3(5): 1-13.
Jasińska KK, Petitto LA. Age of bilingual exposure is related to the contribution of phonological and semantic knowledge to successful reading development. Child Dev. 2018; 89(1): 310-31.
Farukh A, Vulchanova M. L1, quantity of exposure to L2 and reading disability as factors in L2 oral comprehension and production skills. Learning and Individual Differences. 2016; 50(1)221-33.
Haman E, Wodniecka Z, Marecka M, Szewczyk J, Bialecka-Pikul M, Otwinowska A et al. How does L1 and L2 exposure impact L1 performance in bilingual children? Evidence from Polish-English migrants to the United Kingdom. Front. Psychol. 2017; 8(1): 327-45.
Leite RCD, Brito LRM, Reis VOM, Pinheiro AMV. Consciência fonológica e fatores associados em crianças no início da alfabetização. Revista Psicopedagogia. 2018; 35(108): 306-17.
Fleury FO, Avila CRB. Rapid naming, phonological memory and reading fluency in Brazilian bilingual students. CoDAS. 2015; 27(1): 65-72.
Swanson HL, Orosco MJ, Kudo M. Does growth in the executive system of working memory underlie growth in literacy for bilingual children with and without reading disabilities? J Learn Disabil. 2015; 50(4): 386-407.
Li S, Tao S, Joshi RM, Xu Q. Second-language reading difficulties among native Chinese-Speaking students learning to read English: the roles of native- and second-language skills. Reading Research Quarterly. 2018; 53(4): 423-41.
Ebert KD, Pham G, Kohnert K. Lexical profiles of bilingual children with primary language impairment. Biling.: Lang. Cogn. 2014; 17(4): 766-83.
Savage R, McBreen M, Genesee F, Erdos C, Haigh C, Nair A. Rapid automatic naming predicts more than sublexical fluency: evidence from English-French bilinguals. Learn Individ Differ. 2018; 62(1): 153-63.
AMERICAN PSYCHIATRIC ASSOCIATION. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V). Arlington, VA: American Psychiatric Association, 2013.
PEREIRA, Laïs de Toledo Krücken; GODOY, Dalva Maria Alves; TERÇARIOL, Denise. Estudo de caso como procedimento de pesquisa científica: reflexão a partir da clínica fonoaudiológica. Psicologia: Reflexão e Crítica, [S.L.], v. 22, n. 3, p. 422-429, 2009.
Moojen S, Lamprecht R, Santos RM, Freitas GM, Brodacz R, Siqueira M et al. CONFIAS Consciência Fonológica: Instrumento de Avaliação Sequencial. São Paulo: Casa do Psicólogo; 2003.
Hage SRV, Grivol MA. Desempenho de crianças normais falantes do português em prova de memória de trabalho fonológica. CCL. 2008; 1(1): 61-72.
Silva PB, Mecca TP, Macedo EC. Teste de Nomeação Automática – TENA: Manual. São Paulo: Hogrefe; 2018.
Ferreira TL, Capellini SA, Ciasca SM, Tonelotto JMF. Desempenho de escolares leitores proficientes no teste de nomeação automatizada rápida – RAN. Temas Sobre Desenvolvimento. 2003; 12(69): 26-32.
Saraiva RA, Moojen SMP, Munarski R. Avaliação da compreensão leitora de textos expositivos. São Paulo: Casa do Psicólogo; 2016.
Rocca PDA. Bilingualism and speech: evidences from a study on VOT of English and Portuguese voiceless plosives. DELTA. 2003; 19(2): 303-28.
Ehri LC. O desenvolvimento da leitura imediata das palavras: fases e estudos. IN: Snowling MJ, Hulme C. A ciência da leitura. Ed. Penso, 2013, 153-172.
Capellini, S.A. e Cavalheiro, L.G. Avaliação no nível e da velocidade de leitura em escolares com e sem dificuldade na leitura. Temas sobre Desenvolvimento. 2000; 9(51): 5-12.
Bryant P, Nunes T, Barros R. The connection between children‘s knowledge and use of grafo-phonic and morphemic units in written text and their learning at school. Br. J. Educ. Psychol. 2014; 84(2): 211-25.
Brasil. Decreto nº 9.765, de 11 de abril de 2019. Institui a Política Nacional de Alfabetização e dá outras providências. 11 abr 2019.
Blom E, Küntay AC, Messer M, Verhagen J, Leseman P. The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. J. Exp. Child Psychol. 2014; 128(1): 105-19.
Goriot C, Unsworth S, Hout RV, Broersma M, McQueen JM. Differences in phonological awareness development: Are there positive or negative effects of bilingual experience? Linguistic Approaches to Bilingualism. 2019; 9(6): 1-34.
Hansen LB, Macizo P, Duñabeitia JA, Saldaña D, Carreiras M, Fuentes LJ et al. Emergent bilingualism and working memory development in school aged children. Language Learning. 2016; 66(S2): 51-75.
Capellini SA, Conrado TLBC. Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita. CEFAC. 2009; 11(Suppl 2): 183-93.
Goodwin A, August D, Calderon M. Reading in multiple orthographies: differences and similarities in reading in Spanish and English for English learners. Language Learning. 2015; 65(3): 596-630.
El-Khechen W, Ferdinand HD, Steinmayr R, McElvany N. Language-related values, reading amount, and reading comprehension in students with migration backgrounds. Br. J. Educ. Psychol. 2015; 86(2): 256-77.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Thayane Amanda de Lima Rocha, Ana Carolina Dantas de Medeiros, Bárbara Louise Costa Messias, Anna Irenne de Lima Azevedo, Cíntia Alves Salgado-Azoni
This work is licensed under a Creative Commons Attribution 4.0 International License.
