{"id":2202,"date":"2025-05-27T13:44:13","date_gmt":"2025-05-27T12:44:13","guid":{"rendered":"https:\/\/research.reading.ac.uk\/psylinglab\/?page_id=2202"},"modified":"2025-05-27T13:55:11","modified_gmt":"2025-05-27T12:55:11","slug":"predictors-of-listening-and-reading-comprehension-in-multilingual-and-monolingual-children-do-text-type-and-modality-matter","status":"publish","type":"page","link":"https:\/\/research.reading.ac.uk\/psylinglab\/predictors-of-listening-and-reading-comprehension-in-multilingual-and-monolingual-children-do-text-type-and-modality-matter\/","title":{"rendered":"Predictors of listening and reading comprehension in multilingual and monolingual children: Do text type and modality matter?"},"content":{"rendered":"

Predictors of listening and reading comprehension in multilingual and monolingual children: do text type and modality matter? (2025-2027)<\/strong>
\nLudovica Serratrice and Alessandra Valentini (University of Greenwich)
\nEconomic and Social Research Council Research Grant<\/em><\/p>\n

This UKRI-funded project investigates what supports listening and reading comprehension in primary school children with different language backgrounds, from monolingual to multilingual. It aims to advance theory on how language experience shapes comprehension and to inform teaching practices for linguistically diverse classrooms.<\/p>\n

With 20% of pupils in England speaking English as an Additional Language, and even higher percentages in cities, understanding how children with varied English experience learn is increasingly important. While multilingualism is an advantage, learning English and academic content at the same time can be challenging. Listening and reading comprehension are key to academic success, but research on the predictors of these skills, especially in multilingual learners, is limited and often focused only on narrative texts.<\/p>\n

This project will examine how comprehension varies by:<\/p>\n