Literacy Instruction, SES, and Word–Reading Achievement in English–Language Learners and Children with English as a First Language: A Longitudinal Study

By Amedeo D'Angiulli, Linda Siegel, S. Maggi. 2004

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The development of reading comprehension skills in children learning English as a second language (2011, background): “reading development of ESL and L1 students were associated with the role of instruction (D’Angiulli et al. 2004).”
Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds (2006, background): “However, findings are mixed as to the extent to which differences between L1 and ESL speakers’ reading development relate to cognitive and linguistic skills such as phonological processing and syntactic awareness at the word reading level (e.g., see for example, Chiappe, Siegel, & Wade-Woolley, 200”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “…of English learners and native English-speaking students who were instructed in an intensive literacy curriculum from kindergarten through Grade 5, D’Anguilli, Siegel, and Maggi (2004) found that with strong instruction, the word-reading trajectories for both groups of students became…”