Reading comprehension of children acquiring a transparent language as L2: A study with the simple view of reading model

Chiara Valeria Marinelli; Marika Iaia; Pierluigi Zoccolotti; Daniele Romano; Daniela Traficante; Rosalinda Cassibba; Francesca Vizzi; Paola Angelelli

Reading comprehension of children acquiring a transparent language as L2: A study with the simple view of reading model

Marinelli, Chiara Valeria ^[1] ; Iaia, Marika ^[2] ; Zoccolotti, Pierluigi ^[3] ; Romano, Daniele ^[4] ; Traficante, Daniela ^[5] ; Cassibba, Rosalinda ^[6] ; Vizzi, Francesca ^[2] ; Angelelli, Paola ^[2]
1. [1] University of Foggia
  
  University of Foggia
  
  Foggia, Italia
2. [2] University of Salento
  
  University of Salento
  
  Lecce, Italia
3. [3] Università de Roma La Sapienza
  
  Università de Roma La Sapienza
  
  Roma Capitale, Italia
4. [4] University of Milano-Bicocca
  
  University of Milano-Bicocca
  
  Milán, Italia
5. [5] Catholic University of the Sacred Heart
  
  Catholic University of the Sacred Heart
  
  Milán, Italia
6. [6] University of Bari Aldo Moro
  
  University of Bari Aldo Moro
  
  Bari, Italia
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Localización: Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 29, Nº 1, 2026, págs. 234-248
Idioma: inglés
DOI: 10.1017/s1366728925000318
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Resumen
- Based on the simple view of reading (SVR), we investigated factors associated with reading comprehension in Second Language (L2) minority children learning a highly consistent orthography through a network analysis. Bilingual and monolingual children participated in the research. Consistent with prior findings, reading speed supported reading comprehension for L1 learners, whereas, for L2 learners, correct decoding carried greater weight than reading speed. In monolingual children, vocabulary and morphosyntactic comprehension contributed jointly and independently to reading comprehension success. However, only vocabulary facilitated reading comprehension in bilingual children, with morphosyntactic skills showing no influence. While monolinguals benefitted from a rich vocabulary and good morphosyntactic knowledge for reading speed and accuracy, in bilingual children, only L2 reading speed was affected by linguistic skills.
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