Early first-language reading and spelling skills predict later second-language reading and spelling skills

By R. Sparks, Jon M. Patton, L. Ganschow, Nancy Humbach, J. Javorsky. 2008

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/bd1af57f5adbbaa5aaa1aae9f81da15193304140

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. Jon M. Patton
2. Nancy Humbach
3. R. Sparks
4. L. Ganschow
5. Shaofeng Li
6. S. Melchor-Couto

Citations in the corpus

• Long-Term Crosslinguistic Transfer of Skills From L1 to L2 (2009, background): “…support research conducted by Sparks, Ganschow, and colleagues who have found in other studies that students with different levels of L2 proficiency exhibit significantly different levels of L1 skill (e.g., see Sparks, Artzer, Patton, Ganschow, Miller, & Hordubay, 1998; Sparks et al., 2008).”
• Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, unknown): “The study presented here is part of a larger prospective investigation conducted with the participants described earlier in the review (Sparks et al., 2006, 2008; Sparks, Patton, Ganschow, Humbach, & Javorsky, 2009).”