{"id":2254,"date":"2020-01-14T12:12:33","date_gmt":"2020-01-14T12:12:33","guid":{"rendered":"https:\/\/research.reading.ac.uk\/celm\/?p=2254"},"modified":"2021-10-18T09:57:11","modified_gmt":"2021-10-18T08:57:11","slug":"video-interview-with-professor-ludovica-serratrice-and-doctor-alessandra-valentini","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/celm\/video-interview-with-professor-ludovica-serratrice-and-doctor-alessandra-valentini\/","title":{"rendered":"Video interview with Professor Ludovica Serratrice and Doctor Alessandra Valentini"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]\"\"Professor\u00a0Ludovica Serratrice<\/a>\u00a0is Director of the Centre for Literacy and Multilingualism at the University of Reading.<\/p>\n

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\"\"Doctor\u00a0Alessandra Valentini<\/a>\u00a0is a Postdoctoral Researcher at the School of Psychology and Clinical Language Sciences.<\/p>\n

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Their project,\u00a0What\u2019s in a Story<\/a>, explores the development, over the course of 12 months, of language and reading abilities in children who have English as an additional language (EAL).<\/p>\n

Ludovica and Alessandra saw the children on six different occasions and assessed their development using tasks testing memory, attention, non-verbal cognitive skills, vocabulary, grammar, inference-making and comprehension.<\/p>\n

Preliminary results show that bilingual children behave similarly to monolingual children when it comes to making inferences, that is, reaching a conclusion based on reasoning and on the information they get from the text. Both bilingual and monolingual children are better at connecting two parts of a story than they are at adding their own knowledge of the world to the story to make sense of it.<\/p>\n

Also, Ludovica and Alessandra identified the factors that best predict the children\u2019s ability to make inferences and to understand a text. These are vocabulary breadth \u2013 i. e. how well a child knows the words and the relationship between them \u2013 and knowledge of grammatical rules.<\/p>\n

The same results were confirmed over time: a good knowledge of grammar and vocabulary had a positive effect on the children\u2019s comprehension both at the beginning and at the end of the testing period.<\/p>\n

Finally, the amount of English input plays a crucial role in the children\u2019s development of vocabulary and grammar, which in turn determines their ability to make sense of a story.<\/p>\n

If you are interested in knowing more about this project, click\u00a0here<\/a>\u00a0to watch the video interview with Professor Serratrice and Doctor Valentini.\u00a0<\/strong>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

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