Reading and writing in English as a foreign language: Spanish children with and without dyslexia

In a world where English reigns as the most spoken language, proficiency in English literacy is indispensable. Within this context, it is imperative to acknowledge the significant hurdles encountered by Spanish children in mastering English, particularly in reading and writing. The learning process is intricate, influenced by various factors such as orthographic and phonological differences between languages and the depth of the orthographic system. This chapter explores the critical importance of English literacy for Spanish children, both typically developing and with dyslexia, as they learn it as a second language. By examining the literacy acquisition process and comparing orthographic systems and disparities among languages, we aim to clarify how these differences impact children's ability to learn reading and spelling. We review the literacy challenges faced by typically developing Spanish children when they encounter the deeper and more complex orthography of English. This presents distinct hurdles in reading and spelling acquisition. Moreover, individuals with dyslexia face compounded obstacles due to irregularities in the English orthographic system, alongside inherent dyslexia difficulties. In summary, this chapter sheds light on the complexities of English literacy acquisition for Spanish children, highlighting the distinct challenges faced by those with dyslexia and emphasizing the need for tailored instructional approaches to mitigate these obstacles effectively.