Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms

By L. Branum-Martin, P. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba A. Ortiz, María S. Carlo, D. Francis. 2006

123 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0fc59083cbcc4c139b182e9372d36cc8d31cd2e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Michael J. Kieffer
2. Nonie K. Lesaux
3. S. Vaughn
4. Alexandra Gottardo
5. Sylvia Linan-Thompson
6. Lesly Wade-Woolley
7. B. A. Levy
8. P. Cormier

In Education

1. Nonie K. Lesaux
2. Michael J. Kieffer
3. S. Vaughn
4. Sylvia Linan-Thompson
5. Lesly Wade-Woolley
6. Sharolyn D. Pollard-Durodola
7. D. Francis
8. Paul T. Cirino

Citations in the corpus

• Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, background): “It is not surprising then that varied assessments of phonological awareness have been found to tap a unitary construct in both native English speakers (Schatschneider & Francis, 1999) and L2 learners ( Branum-Martin et al., 2006 ), whereas assessments of vocabulary knowledge are plagued by issues co”
• Are First- and Second-Language Factors Related in Predicting Second-Language Reading Comprehension? A Study of Spanish-Speaking Children Acquiring English as a Second Language from First to Second Grade. (2009, background): “Spanish and English phonological awareness variables were statistically distinct with a high degree of overlap (Branum-Martin et al., 2006).”
• Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006, methodology): “Reliability estimates for the TOPP-S were determined on a sample of approximately 1,500 students, and the coefficient alphas were very high, ranging from .93 to .97.”
• Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Significant cross-language correlations have been observed between Spanish phonological awareness and word reading ability in English (Branum-Martin et al., 2006; Durgunoğlu, Nagy, & Hancin-Bhatt, 1993; Gottardo, 2002; Gottardo & Mueller, 2009; Lindsey, Manis, & Bailey, 2003; Manis, Lindsey, & Baile”