Development of Reading in Grades K–2 in Spanish–Speaking English–Language Learners

By Franklin R. Manis, Kim A. Lindsey, Caroline E. Bailey. 2004

273 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/562a956133d21767cdf44de13777d81d9b93aa4f

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Citations in the corpus

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).”
Oral Language and Reading in Bilingual Children (2006, background): “Measures of oral language, such as vocabulary, syntax, and idiomatic comprehension, have also been found to independently predict reading achievement (Durgunoglu et al., 1993; Lindsey et al., 2003; Manis, Lindsey, & Bailey, 2004; Proctor, Carlo, August, & Snow, 2005).”
Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, background): “A growing research base supports the notion that L2 learners of English typically demonstrate below-average levels of English vocabulary knowledge (e.g., Garcia, 1991; Lesaux & Kieffer, 2010; Manis, Lindsey, & Bailey, 2004 ; P a´ez, Tabors, & Lo ´pez, 2007; Proctor, Carlo, August, & Snow, 2005; Swa”
Converging Trajectories (2011, result): “…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), further supporting the notion that LM learners follow similar phases of…”
Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, result): “This would be consistent with previous findings that Spanish phonological processing skills predict English word reading performance (e.g., Gottardo, 2002; Lindsey et al., 2003; Manis et al., 2004 ) and spelling (Bryant et al., 1990).”
Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, result): “This finding concurs with other research conducted with LM learners in the elementary grades (e.g., Carlo et al., 2004; Manis et al., 2004; Proctor et al., 2005) and extends this finding to the middle-school grades.”
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.”
The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations (2015, background): “More specifically, alphabetic knowledge is a stronger predictor for nonnative speakers than for native speakers and predicts reading achievement one year (Chiappe et al., 2002) and two years later (McBride-Chang and Suk-Han Ho, 2005; Manis et al., 2004; Marsick and Watkins, 2001).”
A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, unknown): “Another study with ELLs has shown that L2 phonological awareness mediated the relation between kindergartener’s first language (L1) phonological awareness and oral language processing variables and later L2 word identification and reading comprehension measures ( Manis, Lindsey, & Bailey, 2004 ).”