Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

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 stu...

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Autores principales:	Joaquín A. Ibáñez-Alfonso, Juan Andrés Hernández-Cabrera, Jon Andoni Duñabeitia, Adelina Estévez, Pedro Macizo, María Teresa Bajo, Luis J. Fuentes, David Saldaña
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	reading comprehension immigrants socioeconomic status second language learners culture Spanish Psychology BF1-990
Acceso en línea:	https://doaj.org/article/887d79210f2a4ce282a983bb199d2e81
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spelling	oai:doaj.org-article:887d79210f2a4ce282a983bb199d2e812021-11-19T04:33:09ZSocioeconomic Status, Culture, and Reading Comprehension in Immigrant Students1664-107810.3389/fpsyg.2021.752273https://doaj.org/article/887d79210f2a4ce282a983bb199d2e812021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.752273/fullhttps://doaj.org/toc/1664-1078Research 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.Joaquín A. Ibáñez-AlfonsoJoaquín A. Ibáñez-AlfonsoJuan Andrés Hernández-CabreraJon Andoni DuñabeitiaJon Andoni DuñabeitiaAdelina EstévezPedro MacizoMaría Teresa BajoLuis J. FuentesDavid SaldañaFrontiers Media S.A.articlereading comprehensionimmigrantssocioeconomic statussecond language learnerscultureSpanishPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	reading comprehension immigrants socioeconomic status second language learners culture Spanish Psychology BF1-990
spellingShingle	reading comprehension immigrants socioeconomic status second language learners culture Spanish Psychology BF1-990 Joaquín A. Ibáñez-Alfonso Joaquín A. Ibáñez-Alfonso Juan Andrés Hernández-Cabrera Jon Andoni Duñabeitia Jon Andoni Duñabeitia Adelina Estévez Pedro Macizo María Teresa Bajo Luis J. Fuentes David Saldaña Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
description	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.
format	article
author	Joaquín A. Ibáñez-Alfonso Joaquín A. Ibáñez-Alfonso Juan Andrés Hernández-Cabrera Jon Andoni Duñabeitia Jon Andoni Duñabeitia Adelina Estévez Pedro Macizo María Teresa Bajo Luis J. Fuentes David Saldaña
author_facet	Joaquín A. Ibáñez-Alfonso Joaquín A. Ibáñez-Alfonso Juan Andrés Hernández-Cabrera Jon Andoni Duñabeitia Jon Andoni Duñabeitia Adelina Estévez Pedro Macizo María Teresa Bajo Luis J. Fuentes David Saldaña
author_sort	Joaquín A. Ibáñez-Alfonso
title	Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
title_short	Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
title_full	Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
title_fullStr	Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
title_full_unstemmed	Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
title_sort	socioeconomic status, culture, and reading comprehension in immigrant students
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/887d79210f2a4ce282a983bb199d2e81
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Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

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