Synthesis: Development of Literacy in Language-Minority Students.

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A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “ELLs struggle in areas of oral language proficiency, vocabulary, and reading comprehension (Lesaux & Geva, 2006), which research suggests are areas supported by morphological knowledge (Goodwin, 2011; Kieffer & Lesaux, 2008).”
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “Because of demonstrated connections between oral proficiency and reading comprehension (Lesaux & Geva, 2006), I make extensive use of participant structures (Leunig, 2008; Philips, 2001) as PLTs in my courses.”
Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “Phonological awareness in particular appears to be a critical predictor of reading success for all children regardless of their language background (August & Shanahan, 2006; Lesaux & Geva, 2006).”