Exploring how bilingualism affects literacy in children with dyslexia
Official title: Bilingual and cross-cultural investigation of developmental dyslexia
Funded at University of Michigan at Ann Arbor · NIH-11014385 · Data updated 2026-11-12
This study is looking at how being bilingual in Chinese and English might help children with dyslexia improve their reading skills, and it’s for families of kids who are learning both languages and facing reading challenges.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Michigan at Ann Arbor NIH-funded |
| Lab location | 1 site (Ann Arbor, United States) |
| Project start | April 14, 2023 |
| Project end | January 31, 2028 |
| Funding year | 2025 |
| Award (this year) | $581,623 |
| NIH project number | 5R01HD111637-03 |
| Project ID | NIH-11014385 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are bilingual children aged 0-11 years, particularly those who are Chinese-English bilinguals and diagnosed with developmental dyslexia.
✕Less likely to help
Patients who are monolingual or do not have developmental dyslexia may not receive direct benefits from this research.
What this research studies
This research investigates the relationship between bilingualism and literacy development in children with developmental dyslexia, particularly focusing on Chinese-English bilinguals. It aims to understand how the interaction between two languages can influence literacy skills and the cognitive processes involved. By examining the connections between sound and meaning in both languages, the study seeks to uncover potential advantages that bilingual children may have in overcoming reading difficulties. The research employs a framework that looks at how these linguistic interactions can enhance literacy development in bilingual children with dyslexia.
Why it matters
Potential benefit: If successful, this research could lead to improved literacy interventions for bilingual children with dyslexia, enhancing their reading skills and academic performance.
How similar studies have gone: Previous research has shown promising results in understanding bilingualism's impact on literacy, suggesting that this approach could yield valuable insights.
Where this research is happening
-
University of Michigan at Ann Arbor
Ann Arbor, United States Active
Researchers
- Principal investigator: Kovelman, Ioulia — University of Michigan at Ann Arbor
- Study coordinator: Kovelman, Ioulia
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.