Author Type

Graduate Student

Date of Award

Summer 7-7-2026

Document Type

Thesis

Publication Status

Version of Record

Submission Date

July 2026

Department

Communication Sciences and Disorders

College Granting Degree

College of Education

Department Granting Degree

Communication Sciences and Disorders

Degree Name

Master of Science (MS)

Thesis/Dissertation Advisor [Chair]

Anne L. van Zelst

Abstract

This systematic review examines the cross-linguistic effects of English-Italian bilingualism on the early literacy development of children ages 4 to 10. Nine studies published between 1995 and 2021 are included following a systematic search, screening, and quality appraisal process. Evidence supports that cross-linguistic transfer effects influenced grammar, metalinguistic, reading fluency, comprehension, spelling, vocabulary, writing, and memory skills across English and Italian. English-Italian bilingualism generally results in neutral or positive literacy outcomes. However, case-by-case variations appear depending on orthographic depth, bilingual presentation, language exposure, and reading status. Children with reading difficulties are particularly sensitive to orthographic differences during second-language acquisition. Although vocabulary differences are observed, first-language development is not hindered. English-Italian bilingualism is found to enhance the acquisition of early literacy skills, notably during first-language English development. Overall, the findings contribute to the understanding of bilingual literacy development and highlight the importance of considering the factors influencing cross-linguistic transfer effects.

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