Similarities (and Differences) in the Learning Patterns of Single-Word Reading of an Alphabetic Orthography in Monolingual and Bilingual Primary School Children: A Cross-Sectional Study
Giuditta Smith; Elisa Bassoli; Yagmur Ozturk; Emily Arteaga-Garcia; Wanjing Anya Ma; ROAR Developer Consortium; I-ROAR Data Collector Consortium; Jason D. Yeatman · 2026 · Brain Sciences
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
Background/Objectives: With growing waves of migration, children speaking a home language different from the language of school literacy have become increasingly common in Western education systems. In this context, understanding and monitoring bilinguals’ reading development is crucial to inform both educational and clinical practices and ensure equitable services. The present study contributes to the literature by investigating learning patterns in single-word reading across primary school grades. Monolingual and bilingual children learning to read in an alphabetic orthography were examined.
Abstract by Giuditta Smith; Elisa Bassoli; Yagmur Ozturk; Emily Arteaga-Garcia; Wanjing Anya Ma; ROAR Developer Consortium; I-ROAR Data Collector Consortium; Jason D. Yeatman, Brain Sciences (2026) — licensed CC BY 4.0.
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Metadata source: DOAJ · DOI 10.3390/brainsci16040356