Commonalities and Differences in Word Identification Skills Among Learners of English as a Second Language

By Min Wang, Keiko Koda. 2007

107 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2cdb731fdb282936e3fca3fd44a68c3649964f71

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. Hong Li
4. E. Geva
5. Xi Chen

In Developmental and Educational Psychology

1. Xi Chen
2. Gloria Ramirez
3. Y. Luo
4. E. Geva
5. Hong Li
6. Katie Lam
7. Michael J. Kieffer
8. C. McBride-Chang

Citations in the corpus

• Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “L1 characteristics have been consistently found to influence visual and auditory word identification in adult L2 learners (Akamatsu, 1999; Jackson, Lu, & Ju, 1994; Koda, 1999, 2000; Wang & Koda, 2007; Wang, Koda, & Perfetti, 2003).”
• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “At the same time, children’s language and reading development are influenced by the characteristics of the language and writing system that they are learning ( Wang & Koda, 2007 ).”