Abstract
This study aims to relate dyslexia prevalence with different levels of grapho-phonemic correspondence in Romance languages. Thus, we propose to understand dyslexia through linguistic analysis based on the grapho-phonemic structure of languages, rather than strictly retating it to the neurobiological aspect of those individuals with this learning disorder, which is frequently associated with dyslexia. The research was carried out through a literature review on dyslexia and Romance languages with different levels of linguistic transparency, such as Brazilian Portuguese, Spanish, Italian and French. In addition, it concentrates on the Brazilian Portuguese structure of reading, phonology and spelling. Therefore, this study theoretical framework claims that reading and writing skills of individuals with dyslexia are more challenging in languages with opaque graphophonemic correspondence, based on Landerl et al. (1997) and Paulesu et al. (2002). In other words, it indicates a direct association with dyslexia and languages with opaque graphophonemic correspondence, so that it could be considered as a possible “aggravating factor” for the prevalence of this learning disorder.
Author Information
Lienise Lins, Universidade Federal Fluminense, Brazil
Milena Uzeda, Universidade Federal Rural do Rio de Janeiro, Brazil
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