Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds

By Nonie K. Lesaux, Orly Lipka, Linda Siegel. 2006

173 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/90807f7a4e5e07d4f10d59d1b383e761d9bb7357

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Selma Babayiğit
2. Orly Lipka
3. Linda Siegel
4. E. Geva
5. R. Vukovic
6. Alexandra Gottardo

In Statistics and Probability

1. Selma Babayiğit
2. Orly Lipka
3. Linda Siegel
4. R. Vukovic

Citations in the corpus

• 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): “Moreover, there were no language group differences in either word-reading accuracy or speed, which supports the previous reports that text-level rather than word-level skills tend to be more challenging for some L2 learners (Lesaux et al., 2006).”
• The development of reading comprehension skills in children learning English as a second language (2011, result): “... 18% were classified as PC. In a similar manner, of the ESL speakers, 85% were classified as GC and 12.5% were classified as PC. Within both the ESL and L1 groups, approximately 2% of children were classified as PR. Similar to previous findings, the analyses demonstrated that these slight differe”