Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students Ibáñez Alfonso, Joaquín A. Macizo Soria, Pedro Bajo Molina, María Teresa Reading comprehension Immigrants Socioeconomic status Second language learners Culture Spanish This research was supported by a grant from the Ministry of Science and Innovation, Government of Spain, under the project “Cognition and Education” (COEDUCA)(CONSOLIDER Ingenio 2010 CSD2008-00048), and grants PSI2017-84556-P and PSI2015-65656-P, funded by MCIN/AEI/10.13039/501100011033 and by “ERDF A way of making Europe”. This research has also been partially funded by grants PGC2018-097145-B-I00 and RED2018-102615-608 T from the Spanish Government and H2019/HUM-5705 from the Comunidad de Madrid, Spain. Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension. 2021-12-20T12:01:55Z 2021-12-20T12:01:55Z 2021-11-19 journal article Ibáñez-Alfonso JA... [et al.] (2021) Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students. Front. Psychol. 12:752273. doi: [10.3389/fpsyg.2021.752273] http://hdl.handle.net/10481/72136 10.3389/fpsyg.2021.752273 eng http://creativecommons.org/licenses/by/3.0/es/ open access Atribución 3.0 España Frontiers