The development of vocabulary in English as a second language children and its role in predicting word recognition ability

By Maureen Jean, E. Geva. 2009

141 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/185306fca72e1b03804eb8147e32e7bec0362ffe

How researchers see this paper

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

In Cognitive Neuroscience

1. Gloria Ramirez
2. Y. Luo
3. E. Geva
4. Xi Chen

In Developmental and Educational Psychology

1. Xi Chen
2. Gloria Ramirez
3. Y. Luo
4. E. Geva
5. Yu-Min Ku
6. C. McBride-Chang
7. Michael J. Kieffer
8. Elinor Saiegh-Haddad

Citations in the corpus

• Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors (2012, background): “In comparison, the number of English words English Language Learners (ELLs) know is significantly lower (August, Carlo, Dressler, & Snow 2005; Cunningham & Allington, 2009; Jean & Geva, 2009; Proctor, Carlo, August, & Snow, 2005; Umbel, Pearson, Fernandez, & Oller, 1992).”