A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Backgrounds

By Penny Chiappe, Linda Siegel. The Elementary school journal, 2006

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1d07a2112158db5f0500876e7625cb58bfe19846

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, background): “(e.g., Hoover & Gough, 1990; Manis, Lindsey, & Bailey, 2004; Nakamoto et al., 2008) and in Canada (e.g., Chiappe & Siegel, 2006; Lesaux & Siegel, 2003), few studies have described the shape and rate of individual growth trajectories directly.”
Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “A group of studies have shown that similar sets of underlying variables, such as phonological awareness and rapid automatized naming, are related to reading success for both native English speakers and ELLs (e.g., Chiappe & Siegel, 2006; Lesaux, Rupp, & Siegel, 2007; Lesaux & Siegel, 2003).”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, result): “…with strong instruction, the word-reading trajectories for both groups of students became increasingly similar, and similar findings on the “catch-up” in early reading skills for English learners have been reported by Chiappe and Siegel (2006), Chiappe et al. (2002), and Lipka and Siegel (2007).”
Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “Previous research has reported that phonological processing skills, especially phonological awareness, predict reading success in ELLs and native speakers (e.g., Chiappe & Siegel, 2006; Lesaux, Rupp, & Siegel, 2007).”