Literacy Skills in Bilinguals and Monolinguals with Different SES

Bonifacci, Paola; Lombardo, Giovanna; Pedrinazzi, Jessica; Terracina, Francesco; Palladino, Paola

doi:10.1080/10573569.2019.1635057

Cited by 17 publications

(23 citation statements)

References 67 publications

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“…These criteria were adopted to reflect the finding that at least 5–7 years of education in a second-language school are necessary to obtain a good scholastic linguistic competence in the second language, even for children who have acquired a good knowledge at the oral level (Cummins, 2000 ). Since the groups differed in SES, the impact of this variable was controlled for in the analyses when necessary, given its known role as a factor potentially influencing the cognitive profile and the language skills of bilingual children (Peal and Lambert, 1962 ; Cummins, 1976 ; Bonifacci et al, 2020b ).…”

Section: Discussionmentioning

confidence: 99%

Language-Related Skills in Bilingual Children With Specific Learning Disorders

et al. 2021

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Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.

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Section: Discussionmentioning

confidence: 99%

Language-Related Skills in Bilingual Children With Specific Learning Disorders

et al. 2021

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“…As regards accuracy rates in the recognition task, we expect similar performances between the two groups, according to literature which certified that bilingualism does not impact on memory performance per se (e.g., Bonifacci, Giombini, Bellocchi & Contento, 2011;Bonifacci, Lombardo, Pedrinazzi, Terracina & Palladino, 2020;Engel de Abreu, 2011;Feng, 2008). To conclude, we would like to consider some control measures that we think could act on connotative semantic performance.…”

Section: Aim Of the Studymentioning

confidence: 57%

Did you see that? False memories for emotional words in bilingual children

2021

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When participants process a list of semantically strongly related words, the ones that were not presented may later be said, falsely, to have been on the list. This ‘false memory effect’ has been investigated by means of the DRM paradigm. We applied an emotional version of it to assess the false memory effect for emotional words in bilingual children with a minority language as L1 (their mother tongue) and a monolingual control group. We found that the higher emotionality of the words enhances memory distortion for both the bilingual and the monolingual children, in spite of the disadvantage related to vocabulary skills and of the socioeconomic status that acts on semantic processing independently from the condition of bilingualism. We conclude that bilingual children develop their semantic knowledge separately from their vocabulary skills and parallel to their monolingual peers, with a comparable role played by Arousal and Valence.

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“…Finally, the study was conducted on Italian monolingual children who showed considerable variation in SES scores but could not be considered a low-SES sample. Other studies should be performed on low-SES samples and on children from a migrant background where bilingual exposure in the home and family environment might differently interact with SES, home literacy and numeracy variables, and children’s skills ( Bonifacci et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Considering the influence of SES on development, children from low SES families have been found to lag behind their high-SES peers in language skills, such as vocabulary, grammar, narrative skills, phonological awareness, speed of language processing (see Hoff, 2013 for a review), listening comprehension ( Bonifacci et al, 2020 ), and reading attitudes ( Hemmerechts et al, 2017 ). There is also some evidence that SES might be related to math skills (e.g., Reardon and Portilla, 2016 ), although less evidence has been collected in this regard and with somehow contrasting results.…”

Section: Introductionmentioning

confidence: 99%

Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers

et al. 2021

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This longitudinal study aimed at evaluating the relationships between socio-economic status (SES) and early literacy and numeracy skills, testing home literacy and home numeracy as mediators. It also investigated the interaction of home literacy and numeracy on early literacy and numeracy skills. The study involved 310 preschool children attending the second and the third year. Parents completed questionnaires on SES and home literacy and numeracy. In the first session, children were administered language measures and non-symbolic numeracy skills and, in the second wave, tasks of early literacy and symbolic numeracy skills. Structural equation models (SEMs) showed that SES was predictive of early language and literacy skills and non-symbolic numeracy skills. In addition, home literacy and home numeracy significantly mediated the relationships between SES and children’s skills. Finally, home literacy and home numeracy showed a significant negative interaction on symbolic numeracy skills. Implications for research and educational settings are discussed.

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Literacy Skills in Bilinguals and Monolinguals with Different SES

Cited by 17 publications

References 67 publications

Language-Related Skills in Bilingual Children With Specific Learning Disorders

Language-Related Skills in Bilingual Children With Specific Learning Disorders

Did you see that? False memories for emotional words in bilingual children

Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers

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