Cline T
Department of Psychology, University of Luton, UK.
Dyslexia. 2000 Jan-Mar;6(1):3-12. doi: 10.1002/(SICI)1099-0909(200001/03)6:1<3::AID-DYS156>3.0.CO;2-E.
Over the last two decades there has been an expansion of activity and substantial progress in research on dyslexia and research on bilingualism and multilingualism. But the study of dyslexia has generally focused on monolingual learners and the study of bilingualism has tended to focus on speakers who do not have special educational needs. This paper will review the strands of research to date that have a bearing on multilingualism and dyslexia and attempt to identify the major challenges that face researchers and teachers. A satisfactory response cannot be developed without a full understanding of the impact that dyslexia has on language learning and the impact that multilingualism has on literacy learning.
在过去二十年中，诵读困难研究以及双语和多语研究的活动不断扩展，取得了重大进展。但诵读困难研究通常聚焦于单语学习者，而双语研究则倾向于关注没有特殊教育需求的使用者。本文将回顾迄今为止与多语和诵读困难相关的研究线索，并试图确定研究人员和教师面临的主要挑战。如果不能充分理解诵读困难对语言学习的影响以及多语对读写能力学习的影响，就无法给出令人满意的答案。
