Basque Center on Cognition Brain and Language (BCBL), Paseo Mikeletegi, 69, 2, 20009, Donostia, San Sebastián, Spain.
Departamento Lengua Vasca y Comunicación. UPV/EHU, Bilbao, Spain.
Psychon Bull Rev. 2018 Feb;25(1):386-401. doi: 10.3758/s13423-017-1273-0.
Reading acquisition is one of the most complex and demanding learning processes faced by children in their first years of schooling. If reading acquisition is challenging in one language, how is it when reading is acquired simultaneously in two languages? What is the impact of bilingualism on the development of literacy? We review behavioral and neuroimaging evidence from alphabetic writing systems suggesting that early bilingualism modulates reading development. Particularly, we show that cross-linguistic variations and cross-linguistic transfer affect bilingual reading strategies as well as their cognitive underpinnings. We stress the fact that the impact of bilingualism on literacy acquisition depends on the specific combination of languages learned and does not manifest itself similarly across bilingual populations. We argue that these differences can be explained by variations due to orthographic depth in the grain sizes used to perform reading and reading-related tasks. Overall, we propose novel hypotheses to shed light on the behavioral and neural variability observed in reading skills among bilinguals.
阅读能力的习得是儿童在接受学校教育的最初几年中面临的最为复杂和高要求的学习过程之一。如果在一种语言中阅读能力的习得具有挑战性，那么同时在两种语言中习得阅读又会如何呢？双语对读写能力的发展有什么影响？我们综述了来自表音文字系统的行为和神经影像学证据，这些证据表明早期的双语会调节阅读的发展。特别是，我们表明，语言间的差异和语言间的迁移会影响双语阅读策略及其认知基础。我们强调这样一个事实，即双语对读写能力习得的影响取决于所学习的语言的具体组合，并且在双语人群中不会以相同的方式表现出来。我们认为，这些差异可以通过在用于阅读和与阅读相关的任务中的粒度上使用的正字法深度差异来解释。总的来说，我们提出了新的假设，以阐明双语者在阅读技能方面观察到的行为和神经变异性。
