The current study investigated linguistic predictors of word reading and spelling skills in a cross-linguistic comparison (French vs. Italian) in heritage bilinguals (HBs) and their monolingual peers. The sample included 265 children (French: n = 113; 67 monolinguals and 46 HBs; Italian: n = 152; 82 monolinguals and 70 HBs) attending Grades 3, 4, and 5 while performing oral language, reading, and spelling tasks. The battery included verbal knowledge, morphosyntactic comprehension, nonword repetition, word reading (speed and accuracy), and spelling tasks. Results showed that for reading speed, there were no main effects of single predictors, but a significant interaction of morphosyntactic comprehension by language of schooling emerged. For reading accuracy, there was a main effect of verbal knowledge and syntactic comprehension, with a significant interaction of verbal knowledge and language of schooling. Finally, spelling accuracy was predicted only by linguistic status. The results suggest different pathways for word reading and spelling, with oral language skills' main role in reading accuracy and linguistic status's main role in spelling skills, possibly hindered by linguistic exposure and lexical access. Discussions are focused on potential implications for multilingual settings and cross-linguistic research.
Keywords: Bilinguals; Lexical knowledge; Morphosyntactic comprehension; Phonological short-term memory; Reading; Spelling.
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