Azoni, Cíntia Alves SalgadoRocha, Thayane Amanda de LimaMedeiros, Ana Carolina Dantas deMessias, Bárbara Louise CostaAzevedo, Anna Irenne de Lima2023-05-092023-05-092022ROCHA, Thayane Amanda de Lima; MEDEIROS, Ana Carolina Dantas de; MESSIAS, Bárbara Louise Costa; AZEVEDO, Anna Irenne de Lima; AZONI, Cíntia Alves Salgado. Processamento fonológico e leitura em crianças com dificuldade de aprendizagem em escolas bilíngues português-inglês. Distúrbios da Comunicação, [S.L.], v. 34, n. 1, p. 52385, 29 mar. 2022. Pontifical Catholic University of Sao Paulo (PUC-SP). DOI: http://dx.doi.org/10.23925/2176-2724.2022v34i1e52385. Disponível em: https://revistas.pucsp.br/index.php/dic/article/view/52385. Acesso em: 24 abr. 2023.https://repositorio.ufrn.br/handle/123456789/52287Introduction: There is a positive influence on language development when there is exposure to a new language. However, when considering this context in children with learning difficulties, the deficits presented in the first language can be transferred to the learning of the second. Objective: The aim of the present study was to characterize the performance in phonological processing and reading in three children with learning difficulties from Brazilian-English bilingual schools. Method: General data on the development and performance in phonological awareness skills, phonological working memory, access to mental lexicon and reading in three children aged 8 to 9 years, attending the 2nd and 3rd year of elementary school were described; all with at least two years of exposure to bilingual school, especially in literacy. In the evaluation, the protocols CONFIAS, Phonological Working Memory, TENA, RAN and Protocol for Assessment of Reading Comprehension of Expository Texts were applied. Results: The children performed below expectations in terms of phonological processing skills, difficulties in oral reading fluency, as well as in reading comprehension. Conclusion: These results can contribute to the understanding of aspects of written language in the performance of speech therapists with bilingual children, regarding clinical and educational implications, given the scarcity of studies in this area in Brazil.Atribuição 3.0 Brasilhttp://creativecommons.org/licenses/by/3.0/br/multilinguismofracasso acadêmicoleituraarticlehttps://doi.org/10.23925/2176-2724.2022v34i1e52385