Paola Bonifacci

Researcher - Assistant Professor

University of Bologna

Italy

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Paola Bonifacci is an Assistant Professor at the University of Bologna in Italy. Her research focuses on language acquisition, bilingualism, and literacy, as evidenced by her recent articles exploring comprehension in digital and printed narratives, factors influencing language policy in heritage bilingual families, and the impact of socioeconomic status on children's emotional and behavioral profiles. She contributes significantly to understanding the complexities of language learning across different linguistic contexts.

Articles (20)

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2025

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2021

Collaborators (5)

Stéphanie Bellocchi

MCF/Associate Professor

University of Montpellier

FRANCE

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Paola Palladino

University of Pavia

ITALY

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GIAN MARCO MARZOCCHI

Università degli Studi di Milano-Bicocca Dipartimento di Psicologia

ITALY

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Valentina Tobia

Assistant Professor

Università Vita Salute San Raffaele

ITALY

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Annalisa Guarini

Full Professor

University of Bologna

ITALY

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Paola Bonifacci

Research Interests

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About

Articles (20)

Medium Matters? Comprehension and Lexical Processing in Digital and Printed Narrative Texts in Good and Poor Comprehenders

The simple view of reading in monolingual and language‐minority bilingual children learning to read in French or Italian: Evidence from a direct cross‐linguistic comparison study

Social and child-driven factors and actors influencing family language policy and heritage language maintenance

A longitudinal study of math skills in heritage bilingual children: profiles of strengths and weaknesses

Socioeconomic status, linguistic skills and language background differentially relate to preschoolers’ emotional and behavioural profile

Parents’ and Children’s Emotional Well-Being and Language Beliefs in Heritage Bilingual Families

Oral language predictors of word reading and spelling: A cross-linguistic comparison in bilingual and monolingual children

Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers’ Learning and Behavioural Profiles

Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French

How Parents’ Perceived Value of the Heritage Language Predicts Their Children’s Skills

Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers

A Multi-Informant Approach Testing an Expanded Home Numeracy Mode

The relationship between mind wandering and reading comprehension: A meta-analysis

Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors

Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study

Text‐to‐speech applications to reduce mind wandering in students with dyslexia

Symbolic versus non-symbolic training for improving early numeracy in preschoolers at risk of developing difficulties in mathematics

The Mind in the Machine: Mind Perception Modulates Gaze Aversion During Child–Robot Interaction

Intergenerational Features of Math Skills: Symbolic and Non-Symbolic Magnitude Comparison and Written Calculation in Mothers and Children

Collaborators (5)

Stéphanie Bellocchi

Paola Palladino

GIAN MARCO MARZOCCHI

Valentina Tobia

Annalisa Guarini

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