The simple view of reading in monolingual and language-minority bilingual children learning to read in French or Italian: Evidence from a direct cross-linguistic comparison study

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2025-07-02 DOI:10.1111/1467-9817.70007

Stéphanie Bellocchi, Daniel Priolo, Paola Bonifacci

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引用次数: 0

Abstract

Background

We investigated how the language of schooling (French vs. Italian) and linguistic status [monolinguals vs. language-minority bilingual children (LMBC)] interact with the main dimensions of the simple view of reading (SVR), namely, decoding (D) and listening comprehension (LC).

Method

We examined 265 children [French: n = 113; Italian: n = 152; monolinguals: n = 149; LMBC: n = 116; mean age in months: 116.91 (SD = 9.41), range of age in months: 88–136] attending Grades 3, 4 and 5 while performing oral language (i.e., verbal knowledge and morphosyntactic comprehension), reading (i.e., word, pseudowords and comprehension) and cognitive tasks (i.e., nonverbal intellectual functioning).

Results

LC emerged as the unique significant predictor of reading comprehension (RC). No significant interactions were observed between the language of schooling and linguistic status. Also, nonverbal reasoning resulted in concurrently predicting RC, together with LC. Ultimately, while the linguistic status did not have a direct impact on RC, its effect was mediated by LC.

Conclusions

SVR similarly applies to monolinguals and LMBC schooled in French and Italian. Further, adding nonverbal reasoning can improve the explained variance of the model. Lastly, our results suggest that children's oral language skills mediate the impact of bilingualism on RC. This understanding can inform educational practices for bilingual students.

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单语和少数语言双语儿童学习法语或意大利语阅读的简单观点：来自直接跨语言比较研究的证据

我们研究了学校语言（法语vs意大利语）和语言状况[单语儿童vs语言少数双语儿童（LMBC）]如何与简单阅读观（SVR）的主要维度，即解码(D)和听力理解（LC）相互作用。方法265例儿童[法语：n = 113；意大利语：n = 152；单语者：n = 149；LMBC: n = 116；平均月龄：116.91 (SD = 9.41)，月龄范围：88-136]在进行口头语言（即口头知识和形态句法理解）、阅读（即单词、假词和理解）和认知任务（即非语言智力功能）时就读3、4和5年级。结果LC是阅读理解的唯一显著预测因子。学校语言和语言地位之间没有显著的相互作用。此外，非语言推理可以同时预测RC和LC。最终，虽然语言地位对语言转换没有直接影响，但其作用是由语言转换介导的。结论SVR同样适用于单语者和法语和意大利语学校的LMBC。此外，加入非语言推理可以提高模型的解释方差。最后，我们的研究结果表明，儿童的口头语言技能介导了双语对RC的影响。这种认识可以为双语学生的教育实践提供指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.