Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1

By E. Geva, Fataneh Farnia. 2012

284 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/150527235a1eb21e4da09e49b72d628797192628

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. Selma Babayiğit
2. E. Geva
3. S. Baker
4. Fataneh Farnia
5. R. Gersten
6. Emily Phillips Galloway
7. C. Dobbs
8. C. Barr

In Statistics and Probability

1. Selma Babayiğit
2. E. Geva
3. Fataneh Farnia
4. P. Uccelli
5. Alejandra Meneses
6. C. Barr
7. R. Gersten
8. C. Dobbs

Citations in the corpus

• Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “…unequivocally shows that language comprehension skills become a more important predictor of reading comprehension in the upper elementary school years, when basic word recognition skills become more established and less variable across readers (Geva & Farnia, 2012; Whitehurst & Lonigan, 2001).”
• Growth and predictors of change in English language learners' reading comprehension (2013, background): “…that examined early (Grade 2) and late (Grade 5) predictors of reading comprehension in Grade 5 ELLs and EL1s provided support for the notion that depending on the time of assessment, different aspects of language comprehension emerge as critical to reading comprehension (Geva & Farnia, 2012).”
• The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “It is well-established that children from socially disadvantaged background are more at risk of delayed language development which may, in turn, have repercussions for their later literacy development (Ginsborg, 2006).”
• The Effectiveness of Reading Interventions for English Learners (2016, result): “These findings are consistent with evidence that English language proficiency has an impact on student outcomes particularly in the upper elementary grades (see Geva & Farnia, 2012; Kieffer, 2010).”