Literacy and the Identity Development of Latina/o Students

127 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. (2006, background): “Bilingual reading researchers have investigated the roles of home and school literacy practices (Aarts & Verhoeven, 1999; Connor, 1983; Leseman & de Jong, 1998; Pucci & Ulanoff, 1998), and language attitudes and cultural background (AbuRabia, 1995, 1996, 1998; Beech & Keys, 1997; Droop & Verhoeven, ”
To Seem and to Feel: Situated Identities and Literacy Practices (2007, background): “Jimenez (2000) showed that bilingual students’ understanding of their identities influenced their language and literacy development.”
English Language Learners in U.S. Schools: An Overview of Research Findings (2005, background): “Jimenez (2000) suggested that unsuccessful ELL readers may need explicit opportunities to learn about similarities between the languages (e.g., with respect to sound–letter correspondences or cognate vocabulary) if they are to benefit from L1-based strategies (see also Langer et al., 1990).”
Native Spanish-speaking children reading in English : Toward a model of comprehension (2005, background): “Rather, most studies have sought to predict variation in comprehension by exploring sociocultural domains such as the roles of home and school literacy practices (Aarts & Verhoeven, 1999; Connor, 1983; Leseman & de Jong, 1998; Pucci & Ulanoff, 1998) and language attitudes and cultural background (Ab”