Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Bellocchi, Stéphanie; Tobia, Valentina; Bonifacci, Paola

doi:10.1007/s11145-017-9725-5

Cited by 38 publications

(25 citation statements)

References 62 publications

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“…In terms of the contribution of vocabulary to word reading in bilinguals, similarly to studies on monolinguals, the few studies that have been carried out have shown mixed results, with some showing significant links between the two skills (Lindsey et al, 2003;Bellocchi et al, 2017) and others failing to find evidence for such a link (Durgunoglu et al, 1993;. Given the contradictory findings from previous studies, the nature of the relationship between vocabulary and word reading remains unclear, particularly in bilingual children.…”

Section: Predictors Of Word-level Reading Skills: Phonological Awarenmentioning

confidence: 96%

Language and Decoding Skills in Greek-English Primary School Bilingual Children: Effects of Language Dominance, Contextual Factors and Cross-Language Relationships Between the Heritage and the Majority Language

2019

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Bilingual children are a heterogeneous population, as the amount of input and use of their languages may differ due to various factors, for example, the status of each language (majority, minority), which language is used in the school, and whether children are acquiring literacy in one or both languages. Their language ability depends to a large extent on the use of each language and on whether they each language at the same rate. The aim of the study was to investigate how primary school bilingual children in the UK perform on several domains of language and reading skills and how these relate to language dominance. Moreover, it addressed how this performance is affected by a range of contextual factors and whether there are cross-language relationships in the children's language and reading abilities. Forty Greek-English bilingual children in Year 1 and Year 3 were tested on vocabulary, phonological awareness, morphological awareness, morpho-syntax, and decoding in Greek and English. The results showed that as a group, the children were Greek dominant before the age of 4 but English dominant now and confirm that language dominance could change even before children enter school and affects language and literacy skills equally. A strong relationship between language use and performance was only in evidence in the minority language, which suggests that parental effort should be directed toward the minority language because schooling appears to level out differences in the majority language. There was no negative relationship between the use of the heritage language and children's language and reading performance in the majority language. In contrast, significant positive cross-language associations were revealed among vocabulary, phonological awareness, inflectional morphology and decoding skills. The practical implications of this study are that parents and teachers should be informed for the positive effects of heritage language use in and outside the home for the maintenance of the heritage language and for the development of the children's language and literacy skills.

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Section: Predictors Of Word-level Reading Skills: Phonological Awarenmentioning

confidence: 96%

Language and Decoding Skills in Greek-English Primary School Bilingual Children: Effects of Language Dominance, Contextual Factors and Cross-Language Relationships Between the Heritage and the Majority Language

2019

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“…As far as literacy is concerned, previous studies have outlined how letter knowledge and phonemic awareness represent strong predictors of later decoding skills (Torppa et al, 2006;Caravolas, et al, 2013; see Bellocchi et al, 2017 for Italian), whereas general linguistic skills, such as vocabulary, might act as first precursors of the emergence of early literacy skills (phonological awareness and letter knowledge) but are instead considered a direct longitudinal predictor of later reading comprehension skills (Foorman et al, 2015;Hulme et al, 2015).…”

Section: Domain-specific Components Of Early Literacy and Numeracy Skillsmentioning

confidence: 99%

Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

et al. 2021

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The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed.

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“…In other words, it can be said that more mistakes are made during reading in bilingual students. According to the results of some studies, it was revealed that monolingual students made more reading errors (Bellocchi et al, 2017;Fulton, 2012;Jalalipour et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

Kızıltaş¹,

Yıldız

2020

WJE

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The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.

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Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Cited by 38 publications

References 62 publications

Language and Decoding Skills in Greek-English Primary School Bilingual Children: Effects of Language Dominance, Contextual Factors and Cross-Language Relationships Between the Heritage and the Majority Language

Language and Decoding Skills in Greek-English Primary School Bilingual Children: Effects of Language Dominance, Contextual Factors and Cross-Language Relationships Between the Heritage and the Majority Language

Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

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