Components in Early Second Language Reading and Spelling

By Ludo Verhoeven. 2000

368 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/123c7685c2853ebedf34408353964a809626af7d

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In Developmental and Educational Psychology

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Citations in the corpus

Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, background): “Language minority children tend to have difficulty in school, as evidenced by their academic underachievement (Gottardo, 2002; Verhoeven, 2000 ).”
Native Spanish-speaking children reading in English : Toward a model of comprehension (2005, background): “Arguably, the most prominent indicator of oral language proficiency is vocabulary knowledge, which is particularly important for comprehension of both spoken and written language (Stahl & Fairbanks, 1986) and has been shown to be an adequate proxy for background knowledge (Perfetti, 1998), interpret”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, positive): “…studies in several areas of research have generated support for the notion of crosslinguistic transfer of L1 to L2 skills (Durgunoglu, Nagy, & Hancin-Bhatt, 1993; Hancin-Bhatt & Bhatt, 1997; Kahn-Horwitz, Shimron, & Sparks, 2005, 2006; Koda, 2005; Olshtain, 1983; Rutherford, 1983; Verhoeven, 2000).”
Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “Once again, there is strong evidence of an association between vocabulary size and reading comprehension (cf. Beck & McKeown, 1991; Daneman, 1991; Droop & Verhoeven, 2003; Torgeson, Wagner, Rashotte, Burgess, & Hecht, 1997; Verhoeven, 2000; Verhoeven & van Leeuwe, 2008).”
Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children (2011, background): “6 of the various language domains (Bohman et al., 2010; Oller, Pearson, & Cobo-Lewis, 2007; Verhoeven, 2000).”
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, background): “…minority learners is that comparative work suggests these vocabulary levels are only slightly lower than many of their classmates who are monolingual speakers (Beech & Keys, 1997; Droop & Verhoeven, 2003; Hutchinson, Whiteley, Smith, & Connors, 2003; Leseman & de Jong, 1998; Verhoeven, 2000).”
The development of reading comprehension skills in children learning English as a second language (2011, background): “The findings of the existing studies demonstrate contrasting results: one group of studies indicated that reading comprehension is an area of academic difficulty for ESL students, and that these children perform at significantly lower levels than their monolingual peers on measures of reading compre”
The role and importance of lower-level processes in second language reading (2013, background): “It is clear that the ability to process and use syntactic and semantic information is critical for reading comprehension and there is substantial research that provides empirical evidence for the importance of these factors (Verhoeven 2000; Droop & Verhoeven 2003; Deacon & Kirby 2004; Cain 2007; Gel”
Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds (2006, background): “... that this is an area of academic difficulty for language minority learners, and that these children perform at significantly lower levels than their monolingual peers on measures of reading comprehension (e.g., Aarts & Verhoeven, 1999; Abu-Rabia, 1998; Droop & Verhoeven, 1998, 2003; Garcia, 1991”
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, methodology): “Unlike in most studies that model L2 reading comprehension (Aarnoutse, van Leeuwe, & Verhoeven, 2005; Proctor et al., 2005; Verhoeven, 2000), we included L1 and L2 measures as longitudinal predictors of word reading and”