Does English orthography influence bilingual Spanish readers? The effect of grapheme crosslinguistic congruency and complexity on letter detection

New insights into bilingual visual word recognition: State of the art on the role of orthographic markedness, its theoretical implications, and future research directions

In the past decade, research on bilingual visual word recognition has given rise to a new line of study focusing on a sublexical orthographic variable referred to as orthographic markedness, derived from the comparison of the two orthotactic distributions known by a bilingual reader. Orthographic markers have been shown to speed up language decisions but also, to some extent, to modulate language nonselectivity during lexical access (i.e., the degree of co-activation of lexical representations of the two languages). In this review, we (1) describe the results available in the literature about orthographic markedness on language membership detection and lexical access and discuss the locus of these effects, which leads us to (2) present theoretical extensions to the bilingual interactive activation models and discuss their respective adequacy to the data, finally leading us to (3) propose future research directions in the study of orthographic markedness, such as extension to different reading tasks and contexts as well as considering developmental and learning dynamics.

Influences of First and Second Language Phonology on Spanish Children Learning to Read in English

Children learning to read in two different orthographic systems are exposed to cross-linguistic interferences. We explored the effects of school (Monolingual, Bilingual) and grade (2nd, 4th, and 6th) on phonological activation during a visual word recognition task. Elementary school children from Spain completed a lexical decision task in English. The task included real words and pseudohomophones following Spanish or English phonological rules. Using the mouse-tracking paradigm, we analyzed errors, reaction times, and computer mouse movements. Children in the bilingual school performed better than children in the monolingual school. Children in higher grades performed better than children in lower grades. The interference effect of Spanish phonology was weak and became weaker in higher grades. Spanish children differentiate between first and second language grapheme-to-phoneme correspondences since early on in the educational process. In 6th grade, children from the bilingual school responded better to words and Spanish pseudohomophones, while children from the monolingual school were less distracted by the English pseudohomophones. Children in the bilingual school had stronger inhibition of Spanish (L1) phonology and stronger activation of English (L2) phonology. Instructional method plays an important role on the processing strategies Spanish children rely on when reading in English. School and grade influence the link between orthographic and phonological representations.