Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
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https://hdl.handle.net/10037/23823Date
2021-11-19Type
Journal articleTidsskriftartikkel
Peer reviewed
Author
Ibáñez-Alfonso, Joaquín A.; Hernández-Cabrera, Juan Andrés; Dunabeitia Landaburu, Jon Andoni; Estévez, Adelina; Macizo, Pedro; Bajo, María Teresa; Fuentes, Luis J.; Saldaña, DavidAbstract
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.
Publisher
Frontiers MediaCitation
Ibáñez-Alfonso, Hernández-Cabrera, Dunabeitia Landaburu, Estévez, Macizo, Bajo, Fuentes, Saldaña. Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students. Frontiers in Psychology. 2021Metadata
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