This study, developed by the University of Verona (Italy), in collaboration with the University of Trento (Italy) and the Xiamen University (China), sheds light on the relationship between bilingualism and developmental dyslexia by comparing the performance of monolingual and bilingual children, with and without a diagnosis of dyslexia, in a task set up to assess metalinguistic and morphological awareness.
Preliminary findings suggest that a bilingual advantage extends to children with dyslexia. This is an exciting and important finding for all the educators, speech therapists and teachers who think that bilingualism may have a negative influence on dyslexia and therefore may tend to provide families of dyslexic children with negative advice when it comes to bilingualism. The results of this study show that in many cases bilingualism can even act as a positive, protective factor on dyslexia, especially in enhancing the subjects’ metalinguistic and morphological awareness.
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