This case study examines the reading disruptions in a bilingual/biscriptal (Cantonese/English) reader following traumatic brain injury. Reading disruptions following brain injury are termed acquired dyslexia and alexia. Because of their unique ability to read in two different scripts, biscript readers with acquired dyslexia pose unique questions to neurolinguists and psychologists. These readers possess two orthographic systems and thus allow the opportunity to explore the biscriptal lexicon. Additionally, when particular readers' two scripts are marked differently, as in the case of an alphabetic script and a logographic script, questions regarding word-recognition processes can be explored.
Associate Professor, Saint John's University, Department of Speech Communication Sciences and Theatre, Jamaica, New York (Eng)
Distinguished Professor, The Graduate School and University Center, The City University of New York, Speech and Hearing Sciences, New York, New York (Obler)
We thank Leesa Thompson, MA, CCC, for her work in the early stages of designing a larger project of which this study is a part. We would have invited her to co-author this article with us if our efforts to locate her had been successful.