Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders: Research into Practice

By Teresa Quiroga, Zenia Lemos-Britton, Elizabeth Mostafapour, Robert D. Abbott, Virginia W. Berninger. 2002

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Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Both BranumMartin et al. (2006) and Quiroga et al. (2002) found that the correlation between Spanish phonological awareness and word reading was approximately the same for English and Spanish word identification, but Durgunoğlu et al. (1993) and Lindsey et al. (2003) observed that it was weaker…”
Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students (2004, background): “Quiroga et al. (2002) found that four first- grade English language learners (ELLs) who were at risk for reading difficulties significantly improved in English word reading after receiving individual intervention that included phonological awareness instruction in both English and Spanish and…”