Reading comprehension in Spanish by Quechua-Spanish bilingual children

Andrea Junyent, María Fernández-Flecha

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables–focusing on the latter–on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the variance found: beyond the effect of non-linguistic factors, receptive vocabulary–followed by listening comprehension and reading accuracy–played the most important role. The importance of specifically promoting vocabulary development in the classroom over skills related to decoding is underlined.

Original languageEnglish
Pages (from-to)105-117
Number of pages13
JournalInternational Journal of School and Educational Psychology
Issue number1
StatePublished - 2022


  • bilingualism
  • minority language students
  • reading comprehension
  • reading fluency
  • simple view of reading
  • vocabulary


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