Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages

By E. Geva, Linda Siegel. 2000

480 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c2a4ed895f329ebee2afd0ba7fcc237d0a69a0b5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, background): “However, the degree of similarity between L1 and L2 orthography or phonology may affect language-specific phonological processing skill and written language acquisition (Geva & Siegel, 2000).”
The development of reading comprehension skills in children learning English as a second language (2011, background): “Gholamain and Geva (1999) found that working memory in first and second languages contributed significantly to single-word recognition and pseudoword reading skills in L1 and second language readers.”
Components in Early Second Language Reading and Spelling (2000, background): “The processes of learning to read in an L1 versus an L2 can thus differ in many ways (see Geva & Siegel, 2000; Koda, 1994; Verhoeven, 1990).”
Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes (2003, unknown): “…effects of differences in orthographic depth on learning to read and spell in different orthographies (e.g., Cossu, Shankweiler, Liberman, Tola, & Katz, 1988; Durgunoglu & Oney, 1999; Frith, Wimmer, & Landerl, 1998; Geva, 1995; Geva & Siegel, 2000; Goswami, Gombert, & Barrera, 1998; Shimron, 1999).”
The development of reading in English and Italian in bilingual children (2001, background): “Similarly, levels of performance on word identification, pseudoword reading, working memory, and syntactic awareness tasks appeared to be highly correlated in English and Hebrew for English-speaking children who were learning Hebrew as a second language (Geva & Siegel, 2000).”
Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (2008, result): “The fact that individual differences in phonological awareness in English are positively related to individual differences in phonological awareness in Arabic is in line with the central-processing hypothesis ( Geva & Siegel, 2000 ), and also has instructional and clinical implications (Geva & Wade-”
Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems (2005, background): “For example, Geva and colleagues examined children learning Hebrew or Persian in addition to English (Geva & Siegel, 2000; Gholamain & Geva, 1999; Wade-Woolley & Geva, 2000).”
Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy (2007, background): “In a study of working memory and second language acquisition conducted by Geva and Siegel (2000) among a sample of English speakers learning Hebrew, the researchers found that verbal memory was a significant predictor of basic reading skills.”
A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Backgrounds (2006, background): “…to read their native language, be it English (Brady, Shankweiler, & Mann, 1983; Chiappe, Hasher, & Siegel, 2000; Siegel & Ryan, 1988; Swanson & Sachse-Lee, 2001), Chinese (So & Siegel, 1997), French (Plaza, Cohen, & Chevrie-Muller, 2002), Korean (Song & Won, 1998), or Hebrew (Geva & Siegel, 2000).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…contrast, tend to make more real-word substitutions (termed lexicalizations; e.g., shoe for school; N. C. Ellis & Hooper, 2001; Frith et al., 1998; Geva & Siegel, 2000; Landerl et al., 1997; Seymour et al., 2003; Spencer & Hanley, 2003; Thorstad, 1991; Wimmer & Goswami, 1994), exhibit frequent…”
Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support (2010, background): “According to the ‘central processing’ framework (Bernhardt & Kamil, 1995; Geva & Siegel, 2000), language operations such as word recognition strategies, intra-textual perceptions, meta-cognitive strategies, prior knowledge and schema formation are transferable across languages (Bialystok, Luk, &…”
Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems (2005, background): “Research by Geva and Siegel (2000) reported an interaction between cognitive factors such as working memory, and language- specific factors, such as orthography, that even varied within language when the orthographic demands changed, specifically, whether the voweled or unvoweled form of written Heb”