View in EDS HTML Full Text PDF Full Text

Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French.

Saved in:
Bibliographic Details
Title: Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French.
Authors: Bellocchi, Stéphanie1 (AUTHOR) stephanie.bellocchi@univ-montp3.fr, Bonifacci, Paola2 (AUTHOR)
Source: Reading Psychology. 2024, Vol. 45 Issue 3, p219-241. 23p.
Subject Terms: *Bilingualism, *Short-term memory, *Literacy, *Socioeconomic status, *Language acquisition, French language
Abstract: In the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French. We also wanted to explore the role of these two factors on cognitive and language skills, i.e., verbal knowledge (VK), morphosyntactic comprehension (MC), and phonological short-term memory (PSTM), well known to be important predictors of literacy acquisition. We compared LMBC with low and medium-high SES, and monolinguals with low and medium-high SES. All the children attended Grades 3, 4, and 5. We found that LMBC underperformed monolinguals on VK and MC. Low SES children showed lower scores compared to medium-high SES children on VK, MC, and PSTM. With regard to literacy, LMBC underperformed monolinguals on text and irregular word reading. Low SES children underperformed medium-high SES children only in regular word reading and pseudoword spelling. As a whole, bilingualism had an effect on measures involving lexical components, while SES had a more widespread effect on cognitive and language skills. The results are discussed considering implications for research, clinical, and educational settings. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 175570182
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bellocchi%2C+Stéphanie%22">Bellocchi, Stéphanie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> stephanie.bellocchi@univ-montp3.fr</i><br /><searchLink fieldCode="AR" term="%22Bonifacci%2C+Paola%22">Bonifacci, Paola</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. 2024, Vol. 45 Issue 3, p219-241. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22French+language%22">French language</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French. We also wanted to explore the role of these two factors on cognitive and language skills, i.e., verbal knowledge (VK), morphosyntactic comprehension (MC), and phonological short-term memory (PSTM), well known to be important predictors of literacy acquisition. We compared LMBC with low and medium-high SES, and monolinguals with low and medium-high SES. All the children attended Grades 3, 4, and 5. We found that LMBC underperformed monolinguals on VK and MC. Low SES children showed lower scores compared to medium-high SES children on VK, MC, and PSTM. With regard to literacy, LMBC underperformed monolinguals on text and irregular word reading. Low SES children underperformed medium-high SES children only in regular word reading and pseudoword spelling. As a whole, bilingualism had an effect on measures involving lexical components, while SES had a more widespread effect on cognitive and language skills. The results are discussed considering implications for research, clinical, and educational settings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175570182
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02702711.2023.2276460
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 219
    Subjects:
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Short-term memory
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Socioeconomic status
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: French language
        Type: general
    Titles:
      – TitleFull: Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bellocchi, Stéphanie
      – PersonEntity:
          Name:
            NameFull: Bonifacci, Paola
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: 2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 02702711
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Reading Psychology
              Type: main
ResultId 1