Resumo Neste artigo apresentamos os resultados de um experimento conduzido com o objetivo de investigar o efeito de cognatos triplos no acesso lexical de falantes de inglês (L3), alemão (L2), e português brasileiro (L1). Os participantes desempenharam uma tarefa de leitura, contendo 60 sentenças experimentais com as seguintes palavras críticas: cognatos triplos, cognatos duplos entre o português brasileiro e o inglês, e cognatos duplos entre o alemão e o inglês. Os movimentos dos olhos dos participantes foram monitorados enquanto eles desempenhavam a tarefa. As medidas de primeira fixação e tempo de primeira leitura foram analisadas. Os resultados sugerem que os cognatos triplos foram processados mais rapidamente do que seus respectivos controles para as medidas de primeira fixação (M: 264/311ms (cognato/controle); p=0,03) e primeira leitura (M: 407/448ms (cognato/controle); p=0,05), o que foi interpretado como evidência de um acesso lexical não seletivo e de um léxico integrado para as línguas do multilíngue. Adicionalmente, os resultados contribuem para a literatura sobre acesso lexical de multilíngues, favorecendo a visão de que todas as línguas do multilíngue se encontram ativadas, mesmo quando o falante tem a intenção de usar apenas uma dessas línguas.

Abstract In this paper, the results of an experimental study carried out in order to investigate the effect of triple cognates in the lexical access of speakers of English (L3), German (L2), and Brazilian Portuguese (L1) is presented. Participants performed a reading task, containing 60 experimental sentences with the following critical words: triple cognates, double cognates between Brazilian Portuguese and English, and double cognates between German and English. Participants’ eye movements were recorded while they performed the task. The measures of first fixation and first reading pass times were analyzed. The results suggested that triple cognates were processed faster than their respective controls in first fixation (M: 264/311ms (cognate/control); p=0,03) and first pass (M: 407/448ms (cognate/control); p=0,05), which was interpreted as evidence of a nonselective lexical access and an integrated lexicon for the multilinguals’ languages. In addition, these results contribute to the literature of lexical access of multilinguals, favoring the view that all the languages of a multilingual are active even when the speaker intends to use only one language.

Abstract: In this article we provide a condensed review of literature on developmental dyslexia. Starting with the historical background to this language-based reading disorder, we discuss four key components that are crucial for a valid and operational definition of developmental dyslexia. We then present the major theoretical explanations of developmental dyslexia in order to gain a better understanding of the causes of this reading disorder. These causal explanations are addressed in the context of Morton and Frith’s (1995) model. Four major theories of developmental dyslexia are discussed: the phonological deficit theory, the double-deficit theory, the magnocellular theory, and the cerebellar theory. The last section of this review addresses the model of reading development proposed by Frith (1986). Understanding the developmental progression of children’s abilities in reading is crucial in order to detect in which phase of this progression a breakdown attributed to dyslexia occurs.

Abstract: Taking, as a point of departure, the fact that the journal Ilha do Desterro is currently celebrating the publication of its 70th volume, this article presents an overview of Ilha’s trajectory since its first issues, almost forty years ago. Besides tracing the major changes in the journal’s editorial line, the article also demonstrates Ilha’s impact as a transnational scholarly publication. Moreover, by presenting a description of Ilha’s journey along time and space, the article shows the journal’s consolidation as a venue for critical discussions on cultural production within the Anglophone world, offering to its readers state-of-the-art bilingual research in English Language, Literatures in English, and Cultural Studies.

O objetivo do presente estudo foi investigar os sistemas de memória de trabalho, memória declarativa e memória procedural em crianças portadoras de distúrbio do processamento auditivo (central) que apresentam baixo desempenho na avaliação da consciência fonológica. A amostra foi constituída de 30 crianças, na faixa etária entre 9 e 10 anos, que foram distribuídas em 2 grupos: um grupo controle, constituído de 15 crianças com desenvolvimento normal e um grupo experimental, constituído de 15 crianças com distúrbio do processamento auditivo (central), que foram classificadas de acordo com 3 testes comportamentais e com baixo desempenho na avaliação da consciência fonológica por intermédio da bateria de testes CONFIAS. Os sistemas de memória foram avaliados por meio de testes adaptados no programa E-Prime 2.0. A memória de trabalho foi avaliada com base na Working Memory Test Battery for Children (WMTB-C), enquanto a memória declarativa foi avaliada por meio de um teste de nomeação de figuras, e a memória procedural, por meio de um teste de processamento morfossintático. Os resultados revelaram que, quando comparadas ao grupo controle, as crianças do grupo experimental apresentaram desempenho inferior na avaliação dos sistemas de memória de trabalho, declarativa e procedural. O presente estudo sugere que, em crianças com distúrbio do processamento auditivo (central), o processamento fonológico está relacionado com os sistemas de memória em estudo.

This study aims to investigate working, declarative, and procedural memory in children with (central) auditory processing disorder who showed poor phonological awareness. Thirty 9- and 10-year-old children participated in the study and were distributed into two groups: a control group consisting of 15 children with typical development, and an experimental group consisting of 15 children with (central) auditory processing disorder who were classified according to three behavioral tests and who showed poor phonological awareness in the CONFIAS test battery. The memory systems were assessed through the adapted tests in the program E-PRIME 2.0. The working memory was assessed by the Working Memory Test Battery for Children (WMTB-C), whereas the declarative memory was assessed by a picture-naming test and the procedural memory was assessed by means of a morphosyntactic processing test. The results showed that, when compared to the control group, children with poor phonological awareness scored lower in the working, declarative, and procedural memory tasks. The results of this study suggest that in children with (central) auditory processing disorder, phonological awareness is associated with the analyzed memory systems.