Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners.

By Kim A. Lindsey, Franklin R. Manis, Caroline E. Bailey. 2003

513 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a30b3a5112d8c2ea5838be40368f19da51387fa3

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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).”
Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill (2006, unknown): “This conception of transfer fits with the view of phonological awareness as a general, rather than language-specific process (e.g., Cisero & Royer, 1995; Comeau, Cormier, Grandmaison, & Lacroix, 1999; Durgunog˘ lu, Nagy, & Hancin-Bhatt, 1993; Gottardo, Yan, Siegel, & Wade-Woolley, 2001; Lindsey, Ma”
A Synthesis of Research on Language of Reading Instruction for English Language Learners (2004, background): “Maldonado (1977) compared MexicanAmerican children in paired bilingual and English-only classes in grades 1-5, and found no differences at any grade, controlling for first-grade pretests.”
A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, background): “The relationship of oral language ability to word reading has been replicated with some samples of Spanish-speaking ELLs (Carlisle et al., 1999; Gottardo, 2002; Hedrick & Cunningham, 1995; Juel et al., 1986; Lindsey et al., 2003; Proctor, Carlo, August, & Snow, 2005; Royer & Carlo, 1991) but not a”
Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems (2005, unknown): “, Nagy, & Hancin-Bhatt, 1993; Lindsey, Manis, & Bailey, 2003 ) or”
Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, result): “Several recent studies examining the effect of Spanish phonological processing on English word reading have echoed these findings (e.g., Lindsey, Manis, & Bailey, 2003; Manis, Lindsey, & Bailey, 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).”
Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, result): “This has been demonstrated in several studies of Indo-European languages (e.g., Comeau et al., 1999; Durgunoglu et al., 1993; Lindsey et al., 2003).”
A longitudinal study of phonological processing skills and reading in bilingual children (2005, background): “Studies that included all three phonological processing constructs support the finding that phonological awareness is the best predictor of word decoding ability within and across languages (Comeau et al., 1999; Lindsey et al., 2003).”
Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners (2005, background): “logical awareness in their first language tend to be relatively able in phonological awareness in their second language as well (Bruck & Genesee, 1995; Cisero & Royer, 1995; Durgunoglu, Nagy, & Hancin-Bhatt, 1993; Gottardo et al., 2001; Lindsey et al., 2003).”