Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students1

By Leslie Reese, H. Garnier, R. Gallimore, Claude Goldenberg. 2000

217 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a302f4aa5fd644073599de6c27e35bfae267a04b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Synthesis of Research on Language of Reading Instruction for English Language Learners (2004, background): “Willig (1985) and Rossell and Baker (1996) agree on very little, but both of these reviews call for randomized, longitudinal evaluations to produce a satisfying answer to this critical question.”
Exploring connections between emergent biliteracy and bilingualism (2006, background): “There is, however, little research on literacy development among young emergent bilinguals (but see e.g. Kenner et al., 2004; Reese et al., 2000; Romero, 1983; Schwarzer, 2001; Tabors et al., 2002).”
English Language Learners in U.S. Schools: An Overview of Research Findings (2005, background): “In par ticular, English-L2 literacy development is influenced by emergent literacy in the L1 and being read to in the L1 at home (Reese et al., 2000); knowledge of L1–L2 cognate vocabulary (J iménez, Garcia, & Pearson, 1996; Langer, Barolome, & Vasquez, 1990; Nagy, Garcia, Durgunoglu, & Hancin-Bhatt”
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, methodology): “The Ecocultural Model of Antecedents of Reading Achievement (Reese et al., 2000) stands out for its comprehensiveness and attention to multiple home factors (e.”
Converging Trajectories (2011, background): “…in several Reading Growth in Language Minority Learners studies conducted at various grade levels (e.g., Duursma et al., 2007; Proctor et al., 2005; Reese et al., 2000; Swanson et al., 2007) and suggests that limited English proficiency, rather than LM learner status per se, may be the more…”