Growth in reading skills of children from diverse linguistic backgrounds : Findings from a 5-year longitudinal study

By Nonie K. Lesaux, Andre A. Rupp, Linda Siegel. 2007

302 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8089f2ba1d1c7991954a8e3217af021b07416e9a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “Of particular relevance for the current study, welldeveloped vocabulary knowledge has been established as a fundamental component of the linguistic proficiency necessary for facile reading comprehension among both monolingual and bilingual learners from a variety of language backgrounds, including S”
The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “Finally, although there are reports that aspects of oral language skills might be differentially related to L1 and L2 comprehension (e.g., Droop & Verhoeven, 2003), there is Copyright © 2012 UKLA also evidence of comparable relationships (e.g., Lesaux et al., 2006, 2007; Van Gelderen et al., 2003).”
Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1 (2012, background): “More recently researchers have pointed out that the SVR needs to be supplemented with factors such as working memory, reading fluency, and strategic knowledge (e.g., Cain, Oakhill,& Bryant, 2004; Joshi & Aaron, 2000; kirby & Savage, 2008; Lesaux, Rupp, & Siegel, 2007 ).”
The development of reading comprehension skills in children learning English as a second language (2011, background): “Lesaux, Rupp and Siegel (2007) examined the reading comprehension of grade 4 students and found that there were no differences between the ESL and L1 on reading comprehension performance.”
Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders (2011, background): “which appear to be more readily acquired without significant differences over time between bilinguals and monolinguals (Lesaux & Siegel, 2003; Lesaux et al., 2007 ).”
Growth and predictors of change in English language learners' reading comprehension (2013, background): “These studies, based on auto-regressive models, provide useful information about predictors of reading in monolinguals (e.g., Kendeou et al., 2009b; Kirby et al., 2003; Oakhill & Cain, 2012; Parrila et al., 2004) and L2 learners (e.g., Lesaux et al., 2007; Van Gelderen et al., 2007).”
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).”
Converging Trajectories (2011, result): “…in a longitudinal study conducted in a Canadian context in which the SES levels of LM learners was equal to that of native English speakers, Lesaux, Rupp, and Siegel (2007) found that LM learners demonstrated growth trajectories in English reading Reading Growth in Language Minority…”