Abstract

The main objective of this study is to assess the Spanish literacy competence of students enrolled in bilingual and trilingual programs by analyzing the developmental process and evolutionary course of reading during the first cycle of Primary Education. This analysis aims to determine whether the reading skills in Spanish of students in multilingual schools are affected by immersion in a foreign language, in this case, English. To achieve this, a total of 258 second-grade primary students were examined, categorized into groups based on the number of languages they knew (two or three), in comparison to a control group of monolingual students. Two variables were measured: intelligence using the WISC-IV and literacy competence using the TALE. The results of both tests indicate that there are no significant differences in reading competence between bilingual and trilingual students and monolingual students. These results reinforce the idea that learning to read is a process not influenced by the number of languages spoken.

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