The Relationship between Language and Reading Skills in Bilingual Spanish‐English Speakers

By Alexandra Gottardo. 2002

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/14ea3cf6919d31b7c8df90b549b4b858115be3c7

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

The development of reading comprehension skills in children learning English as a second language (2011, background): “In a similar manner, for ESL students, phonological awareness is a reliable predictor of word reading skills (e.g., Geva, Yaghoub-Zadeh, & Schuster, 2000; Gottardo, 2002; Muter & Diethelm, 2001).”
The role and importance of lower-level processes in second language reading (2013, background): “In particular, studies of younger learners have repeatedly shown that word recognition is one of the major predictors of reading comprehension among these L2 readers (Gholamain & Geva 1999; Geva & Wang 2001; Gottardo et al. 2001; Chiappe, Siegel & Wade-Woolley 2002; Gottardo 2002; Gottardo et al. 20”
A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, background): “(Gottardo et al., 2001; McBride-Chang & Manis, 1996; Gottardo, 2002 ).”
Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, background): “Native Spanish-speaking children with at least some knowledge of English spoken language (i.e., Spanish-English bilinguals) were more successful on English word reading tasks ( Gottardo, 2002 ).”
Growth in Literacy and Cognition in Bilingual Children at Risk or Not at Risk for Reading Disabilities. (2006, background): “Cross-language transfer has been noted for phonological processing and word identification (August, Calderón, & Carlo, 2000; Durgunoğlu, Nagy, & HancinBhatt, 1993; Gottardo, 2002; Lindsey, Manis, & Bailey, 2003; Swanson, Sáez, Gerber, & Leafstedt, 2004), suggesting that reading problems in both stud”
Converging Trajectories (2011, background): “Studies conducted with LM learners in the primary grades have also indicated that similar component skills, especially phonological awareness, predict students’ word reading ability (e.g., Chiappe et al., 2002; Gottardo, 2002; Manis et al., 2004; but see also Swanson, Rosston, Gerber, & Solari, 2007”
Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, background): “Reading skill and phonological awareness in the child’s L1 (Spanish) predicts the ability to learn to read new words in the child’s L2 (English; Durgunoglu et al., 1993; Gottardo, 2002).”
Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language* (2011, methodology): “…interdependence of lexis and grammar were weak and non-significant (r = .15 − .18) in Simon-Cereijido and GutiérrezClellen (2009) as well as in Gottardo (2002), where correlations were .22 and .01, respectively, for English vocabulary (Peabody Picture Vocabulary Test/PPVT) and Spanish…”
Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer (2006, methodology): “Materials were similar to those used by Bradley and Bryant (1983); Stanovich, Cunningham, and Cramer (1984); and Gottardo (2002).”
Individual differences and language interdependence: a study of sequential bilingual development in Spanish–English preschool children (2009, background): “Syntax may not be interdependent in school-age children (Gottardo 2002), because most of core syntax is already acquired in L1, and individual differences might not be reflected at this stage.”
Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “The finding for word identification is consistent with that of several previous studies that have shown a cross-language relationship between RAN and second-language word identification (Comeau et al., 1999; Gottardo, 2002; Lindsey et al., 2003; MacCoubrey et al., 2004; Manis et al., 2004).”
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, background): “While English oral proficiency has generally been found to correlate positively and significantly with reading-comprehension skills in English, it has not generally contributed as much to the unique variance in English word-reading scores, once phonological processing skills have been considered (Ge”