Artículo
Socioeconomic status, culture, and reading comprehension in immigrant students
Autor/es | Ibáñez Alfonso, Joaquín A.
Hernández Cabrera, Juan Andrés Duñabeitia, Jon Andoni Estébez Monzó, Adelina Macizo Soria, Pedro Bajo Molina, María Teresa Fuentes Melero, Luis José Saldaña Sage, David |
Departamento | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Fecha de publicación | 2021 |
Fecha de depósito | 2021-12-16 |
Publicado en |
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Resumen | Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native ... Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension. |
Agencias financiadoras | Ministerio de Ciencia e Innovación (MICIN). España Gobierno de España Comunidad de Madrid |
Identificador del proyecto | PSI2017-84556-P
PSI2015-65656-P PGC2018-097145-B-I00 RED2018-102615-608 T H2019/HUM-5705 |
Cita | Ibáñez Alfonso, J.A., Hernández Cabrera, J.A., Duñabeitia, J.A., Estébez Monzó, A., Macizo Soria, P., Bajo Molina, M.T.,...,Saldaña Sage, D. (2021). Socioeconomic status, culture, and reading comprehension in immigrant students. Frontiers in Psychology, 12, Article 752273. |
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