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01-04-2023 | Dyslexia

Reading and writing difficulties in bilingual learners

Authors: Jie Zhang, Qiuying Wang

Published in: Annals of Dyslexia | Issue 1/2023

Excerpt

In the context of globalization and immigration, bilingualism and biliteracy are increasingly common around the world. Many children learn to read and write in a bilingual and multilingual setting. Despite the widely reported benefits of bilingualism and families’ and school systems’ perceptions of learning a second language as a strength, many challenges are faced in the education of bilingual children with reading and writing difficulties. This special issue aims to deepen our understanding of the sources of reading and writing difficulties in bilingual learners and to explore effective identification, classification, and instructional practices to address the issues across early childhood to adolescence. The reading and writing difficulties are broadly defined and may include difficulties in word-level decoding skills and/or meaning-based competencies such as vocabulary and text comprehension, spelling, and text-level writing. …

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Title: Reading and writing difficulties in bilingual learners
Authors: Jie Zhang
Qiuying Wang
Publication date: 01-04-2023
Publisher: Springer US
Keyword: Dyslexia
Published in: Annals of Dyslexia / Issue 1/2023
Print ISSN: 0736-9387
Electronic ISSN: 1934-7243
DOI: https://doi.org/10.1007/s11881-023-00282-8

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Other articles of this Issue 1/2023

Writing proficiency in English as L2 in Spanish children with dyslexia

Longitudinal predictors of French word reading difficulties among French Immersion children

A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children

Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis

Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children

The summary writing performance of bilingual learners with reading difficulties