Language proficiency and reading ability in first- and second-language learners

By Mienke Droop, Ludo Verhoeven. 2003

482 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dc2e2c19c9c804c9fe3b1181aeacce2d82fa9e53

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners (2008, unknown): “Droop & Verhoeven, 2003; Garcia, 1991; Hutchinson, Whiteley, Smith, & Connors, 2003;”
Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds (2006, background): “Studies in this area have been conducted with language minority learners spanning the primary grades through to middle school grades, and in multiple contexts including Turkish speakers acquiring Dutch in the Netherlands (Aarts & Verhoeven, 1999; Droop & Verhoeven, 1998, 2003; Verhoeven, 1990, 200”
The development of reading comprehension skills in children learning English as a second language (2011, background): “…an area of academic difficulty for ESL students, and that these children perform at significantly lower levels than their monolingual peers on measures of reading comprehension (e.g., Aarts & Verhoeven, 1999; Droop & Verhoeven, 1998, 2003; Garcı́a, 1991; Low & Siegel, 2005; Verhoeven, 1990, 2000).”
Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, background): “The handful of studies that have compared L1 and L2 learners directly on multiple measures of vocabulary knowledge suggest that there are significant differences between the groups in depth as well as in breadth of L2 vocabulary (e.g., Droop & Verhoeven, 2003 ) and in L2 morphological awareness (e.”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, background): “Cummins’ hypotheses have received empirical support from a number of researchers (e.g., see AbuRabia, 2001; Droop & Verhoeven, 2003; Proctor, August Carlo, & Snow, 2006; Verhoeven, 1994).”
Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals (2012, background): “…by a number of findings that report strong correlations between L2 reading proficiency and general L2 abilities, like vocabulary and grammar (e.g., Droop & Verhoeven, 2003; Hamada & Koda, 2008; Lervåa & Grøver Aukrust, 2010; Sparks, Humbach, & Javorsky, 2008; Sparks, Patton, Ganschow, Humbach, &…”
Fluency in reading—Thirty-five years later (2010, background): “In large-scale causal modeling studies, Verhoeven (2000; Droop & Verhoeven, 2003) has demonstrated a significant causal relationship between word recognition skills and reading comprehension measures.”
Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “Once again, there is strong evidence of an association between vocabulary size and reading comprehension (cf. Beck & McKeown, 1991; Daneman, 1991; Droop & Verhoeven, 2003; Torgeson, Wagner, Rashotte, Burgess, & Hecht, 1997; Verhoeven, 2000; Verhoeven & van Leeuwe, 2008).”
The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, methodology): “Previous research has shown that the developmental trajectories of different minority language groups might vary (e.g., Droop & Verhoeven, 2003; Roberts, Mohammed & Vaughn, 2010).”
Academic vocabulary and middle school English learners: an intervention study (2009, result): “Unlike EL students’ phonological and orthographic processing skills, which develop similarly to that of NS students (Chiappe, Siegel, & Wade-Woolley, 2002; Geva et al., 2000), EL students’ semantic knowledge of English is often less developed than that of their NS peers (Bialystok, Luk, & Kwan, 2005”