Abstract This study compared language minority bilingual (LMB) second graders with two groups of monolingual peers (with comparable low SES or with high SES) in a set of literacy skills (reading fluency, spelling, reading and oral comprehension) tested in the target school language (L2 for bilinguals). The aim was to disentangle the roles of bilingualism and SES in the literacy skills of LMB children. The LMB group appeared comparable to both monolingual groups in reading fluency. However, both the reading comprehension and spelling of bilinguals in the target language were weaker compared to both monolingual groups. Monolinguals and bilinguals with low SES underperformed compared to the high-SES group in oral comprehension. These results confirm previous evidence that reading fluency is a well-acquired literacy skill for low-SES bilinguals, whereas reading comprehension in L2 represents a weakness in their profile. The study adds insights into the difficulties encountered by LMB children in spelling tasks, filling a gap in the previous literature. Finally, oral comprehension seems to be more related to SES than to home language.

中文翻译：

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不同社会经济地位的双语者和单语者的读写能力

摘要 本研究将语言少数族裔双语 (LMB) 二年级学生与两组单语同龄人（具有可比的低 SES 或高 SES）在目标学校测试的一系列读写技能（阅读流利度、拼写、阅读和口语理解）进行了比较。语言（双语者为 L2）。目的是解开双语和 SES 在 LMB 儿童识字技能中的作用。LMB 组在阅读流畅度方面似乎与两个单语组相当。然而，与两个单语组相比，双语者在目标语言中的阅读理解和拼写都较弱。与高 SES 组相比，具有低 SES 的单语者和双语者在口语理解方面表现不佳。这些结果证实了先前的证据，即阅读流畅性是低 SES 双语者的一项很好的读写技能，而 L2 的阅读理解则代表了他们个人资料的弱点。该研究增加了对 LMB 儿童在拼写任务中遇到的困难的见解，填补了先前文献的空白。最后，口语理解似乎与 SES 的关系比与母语更相关。