CALL FOR PAPERS v. 18, n. 1, 2025
(A)TYPICAL DEVELOPMENT OF READING AND WRITING IN MONOLINGUAL AND BILINGUAL INDIVIDUALS IN LIGHT OF PSYCHOLINGUISTICS
The process of acquiring reading and writing is influenced by a variety of factors. One of the key elements is phonological awareness, which refers to the ability to segment and manipulate speech sounds. Snowling and Hulme (2013) suggest that the level of phonological awareness exhibited by literate children is a strong predictor of success in reading. Furthermore, phonemic awareness—the understanding of the relationship between letters and their corresponding sounds—is fundamental to the process of decoding written language. Following the decoding phase, it is essential for learners to engage with a diverse array of texts and reading materials, as exposure to a broad range of content is instrumental in developing vocabulary and enhancing text comprehension.
In bilingual contexts, the development of reading and writing may be shaped by additional factors, such as the interplay between the languages in contact and the degree of exposure to each language. With the increasing prevalence of bilingual schools, there is a corresponding demand for research within the field of Psycholinguistics that explores biliteracy (the ability to read and write in two languages). Such research must account for the unique socio-cultural and educational landscape, particularly in contexts like Brazil (Azevedo et al., 2024). According to Alves and Finger (2023), the concept of ‘biliteracy’ extends beyond the mere proficiency in reading and writing in two languages. It also encompasses the development of cognitive and linguistic abilities to represent the world and process thought, utilizing the individual’s full linguistic repertoire across diverse contexts and communicative intentions.
As highlighted, the development of reading and writing in both monolingual and bilingual contexts has become an area of growing interest within psycholinguistics. These fundamental skills are crucial for academic and professional success, making it essential to understand how they develop in both typical and atypical bilingual individuals. Such insights are invaluable for shaping inclusive and effective educational policies.
In light of the above, this volume aims to review current theories and research in Psycholinguistics concerning the typical and atypical development of reading and writing in children, adolescents, and adults in both monolingual and bilingual environments. Topics to be addressed include phonological awareness, text comprehension, reading and writing strategies, the impact of language transfer, the cognitive advantages of bilingualism, effective strategies for promoting biliteracy, and the role of cognitive mechanisms such as working memory and executive functions. Additionally, evidence-based intervention strategies to support these learners and foster academic success will be explored.
GUEST EDITORS
Dr. Aline Fay de Azevedo (PUCRS/InsCer – Porto Alegre, RS, Brazil)
Dr. Valeria Abusamra (UBA/CONICET, Buenos Aires, Argentina)
Dr. Elena Ortiz Preuss (UFG - Goiânia, Brazil)
Doctoral student Bruno dos Santos Konkewicz (PUCRS - Porto Alegre, RS, Brazil)
SUBMISSION DATES: 02/01/2025 to 05/15/2025
