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Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM chil...

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Autores principales: Vettori, Giulia, Bigozzi, Lucia, Incognito, Oriana, Pinto, Giuliana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9445618/
https://www.ncbi.nlm.nih.gov/pubmed/36081736
http://dx.doi.org/10.3389/fpsyg.2022.946142
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author Vettori, Giulia
Bigozzi, Lucia
Incognito, Oriana
Pinto, Giuliana
author_facet Vettori, Giulia
Bigozzi, Lucia
Incognito, Oriana
Pinto, Giuliana
author_sort Vettori, Giulia
collection PubMed
description This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers.
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spelling pubmed-94456182022-09-07 Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers Vettori, Giulia Bigozzi, Lucia Incognito, Oriana Pinto, Giuliana Front Psychol Psychology This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers. Frontiers Media S.A. 2022-08-23 /pmc/articles/PMC9445618/ /pubmed/36081736 http://dx.doi.org/10.3389/fpsyg.2022.946142 Text en Copyright © 2022 Vettori, Bigozzi, Incognito and Pinto. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Vettori, Giulia
Bigozzi, Lucia
Incognito, Oriana
Pinto, Giuliana
Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
title Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
title_full Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
title_fullStr Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
title_full_unstemmed Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
title_short Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
title_sort contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9445618/
https://www.ncbi.nlm.nih.gov/pubmed/36081736
http://dx.doi.org/10.3389/fpsyg.2022.946142
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