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Reading comprehension and immersion schooling: evidence from component skills
dc.contributor.author | Hansen, Laura Birke | |
dc.contributor.author | Morales, Julia | |
dc.contributor.author | Macizo, Pedro | |
dc.contributor.author | Duñaabeitia, Jon Andoni | |
dc.contributor.author | Saldaña, David | |
dc.contributor.author | Carreiras, Manuel | |
dc.contributor.author | Fuentes, Luis J. | |
dc.contributor.author | Bajo, Maria Teresa | |
dc.date.accessioned | 2017-11-27T16:24:13Z | |
dc.date.available | 2017-11-27T16:24:13Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Hansen, L. B., Morales, J., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J. and Bajo, M. T. (2017), Reading comprehension and immersion schooling: evidence from component skills. Dev Sci, 20: n/a, e12454. doi:10.1111/desc.12454 | es_ES |
dc.identifier.issn | 1363-755X | |
dc.identifier.uri | http://hdl.handle.net/10810/23771 | |
dc.description | Version of record online: 29 December 2016 | es_ES |
dc.description.abstract | The present research aims to assess literacy acquisition in children becoming bilingual via second language immersion in school. We adopt a cognitive components approach, assessing text-level reading comprehension, a complex literacy skill, as well as underlying cognitive and linguistic components in 144 children aged 7 to 14 (72 immersion bilinguals, 72 controls). Using principal component analysis, a nuanced pattern of results was observed: although emergent bilinguals lag behind their monolingual counterparts on measures of linguistic processing, they showed enhanced performance on a memory and reasoning component. For reading comprehension, no between-group differences were evident, suggesting that selective benefits compensate costs at the level of underlying cognitive components. Overall, the results seem to indicate that literacy skills may be modulated by emerging bilingualism even when no between-group differences are evident at the level of complex skill, and the detection of such differences may depend on the focus and selectivity of the task battery used. | es_ES |
dc.description.sponsorship | This research was partially supported by doctoral research grant AP2010-3434 from the Spanish Ministry of Education to Laura Birke Hansen, grant CSD2008- 00048 to all authors, postdoctoral research grant cofinanced by the Andalusian Government and FEDER funds from the European Union to Julia Morales, grant PSI2012-32287 from the Spanish Ministry of Economy and Competitiveness to Pedro Macizo, grant PSI2012- 33625 from the Spanish Ministry of Education, and grants CTS 2369 from the Andalusian Government, and APCIN. NSF-PIRE to M. Teresa Bajo. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Developmental Science | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/AP2010-3434 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/CSD2008- 00048 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2012-32287 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2012-33625 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.title | Reading comprehension and immersion schooling: evidence from component skills | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2016 John Wiley & Sons Ltd | es_ES |
dc.relation.publisherversion | http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-7687 | es_ES |
dc.identifier.doi | 10.1111/desc.12454 |