Ibáñez-Alfonso Joaquín A, Hernández-Cabrera Juan Andrés, Duñabeitia Jon Andoni, Estévez Adelina, Macizo Pedro, Bajo María Teresa, Fuentes Luis J, Saldaña David
Individual Differences, Language and Cognition Lab, Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain.
Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, Seville, Spain.
Front Psychol. 2021 Nov 19;12:752273. doi: 10.3389/fpsyg.2021.752273. eCollection 2021.
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.
关于移民学生阅读理解的研究结果参差不齐且相互矛盾。社会经济地位和文化背景的差异很可能在确定与本土学生的差异是否可归因于移民身份时造成混淆。我们收集了312名西班牙学生的数据，这些学生分别是本土学生、西班牙裔学生（因此与本土学生家庭语言相同）和非西班牙裔学生，同时控制了社会经济地位、非语言推理和学校归属因素。我们测量了阅读理解、句法知识、句子理解监控和词汇量。各群体之间的差异仅出现在词汇和句法方面（非西班牙裔群体表现较差），阅读理解方面没有差异。然而，回归分析表明，阅读理解的大部分变异性是由年龄、社会经济地位、非语言推理和理解监控预测的。群体归属对解释阅读理解变异性没有显著贡献。本研究支持这样一种观点，即社会经济地位不利的学生，无论是本土学生还是来自不同文化背景的移民学生，无论其母语是什么，都可能同样面临阅读理解能力差的风险。
