Reading in L1 and L2: Behavioral and electrophysiological evidence: A comparison between regular and dyslexic readers

Abstract

Humans have a special ability to learn more than one language and to date there are over 6,000 languages spoken around the world (Halsband, 2006). Specifically, the topic of first and second language acquisition, proficiency and transfer has been widely researched and is considered an important focus of interest in the field of psychology and neurolinguistics. When learning a foreign language, one of the best predictors of successful acquisition and ability is the achievement level reached at the end of the first year of learning the language, specifically knowledge of phonology and orthography during word decoding (Sparks et al., 1997). The current chapter will be divided into three parts. First, a review of current definitions and theories regarding bilingual (L1, L2) processing will be presented. This will be followed by the presentation of behavioral and brain activity research evidence regarding reading in L1 and L2 among regular and dyslexic readers. Finally, evidence will be presented from our own research on L1 and L2 among regular and dyslexic readers in Hebrew (L1) and English (L2) focusing on data concerning the brain and behavior activities of regular and compensated adult dyslexic university students when reading Hebrew as a first language and English as a second language. Electrophysiological with ERP and Loretta methodologies, as well as behavioral measures, were obtained.