Evidence map›Paper›PMID 37637890›Full record

ArticleFrontiers in psychology2023

Relationship between lexical, reading and spelling skills in bilingual language minority children and their monolingual peers.

Giulia Vettori, Oriana Incognito, Lucia Bigozzi, Giuliana Pinto

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Giulia VettoriDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy.
Oriana IncognitoDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy.
Lucia BigozziDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy.
Giuliana PintoDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study was conducted on a population of primary school children including bilingual language minority (BLM) children with L2-Italian and a variety of languages as L1 (e.g., Chinese, Albanian, Latin), and Italian-speaking monolingual children. The variety of languages ecologically reflects the nowadays composition of classes in the Italian school system. The aims were to investigate in both linguistic groups: (1) the developmental patterns of lexical, reading and spelling skills; (2) the pattern of predictive relations between lexical, reading and spelling skills. 159 primary school children from Grade 2 to Grade 5 participated in the study: BLM (

Indexed as

bilingual language minority childrenlexical competencepredictivityreading decoding skillswriting orthographic skills

Identifiers

PMID37637890
PMCPMC10450505

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.