The relationship between language and reading skills in bilingual Spanish-English speakers

Topics in Language Disorders

Volumn 22, Issue 5, 2002, Pages 46-70

  Gottardo, Alexandra ^a  

^a WILFRID LAURIER UNIVERSITY   (Canada)

Author keywords

English as a second language learners; Phonology; Reading; Syntax

Indexed keywords

EID: 0036861960     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/00011363-200211000-00008     Document Type: Article

References (84)

1. August, D., & Hakuta, K. (1997). Improving schooling for minority-language children: A research agenda. Washington, DC: National Academy Press.
2. Bowers, P.G. (1995). Tracing symbol naming speed's unique contributions to reading disabilities over time. Reading and Writing: An Interdisciplinary Journal, 7, 189-216.
3. Bowers, P.G., & Wolf, M.A. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
4. Bradley, L., & Bryant, P.E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.
5. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
6. Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26, 439-454.
7. Bruck, M., Genesee, F., & Caravolas, M. (1997). A cross-linguistic study of literacy acquisition. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.
8. Carrillo, M. (1994). Development of phonological awareness and reading acquisition: A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6, 279-298.
9. Chiappe, P., & Siegel, L.S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20-28.
10. Cisero, C.A., & Royer, J. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.
11. Crain, S., & Shankweiler, D. (1990). Explaining failures in spoken language comprehension by children with reading disabilities. In D.A. Balota, G.B. Flores d'Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp. 539-555). Hillsdale NJ: Lawrence Erlbaum Associates.
12. Cuetos, F. (1993). Writing processes in a shallow orthography. Reading and Writing: An Interdisciplinary Journal, 5, 17-28.
13. Cuetos, F., & Labos, E. (2001). The autonomy of the orthographic pathway in a shallow language: Data from an aphasic patient. Aphasiology, 15, 333-342.
14. Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Prichard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36-62). Newark, DE: International Reading Association.
15. Cunningham, A.E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 82, 733-740.
16. DaFontoura, H.A., & Siegel, L.S. (1995). Reading, syntactic and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing: An Inter-disciplinary Journal, 7, 139-153.
17. Dollaghan, C., Biber, M., & Campbell, T. (1995). Lexical influences on nonword repetition. Applied Psycholinguistics, 16, 211-222.
18. Dunn, L.M., & Dunn, L.M. (1997). Peabody picture vocabulary test (third edition). Circle Pines, MN: American Guidance Service.
19. Dunn, L.M, Padilla, E., Lugo, D., & Dunn, L.M. (1986). Test de Vocaublario en Imágenes Peabody. Circle Pines, MN: American Guidance Service.
20. Durgunoglu, A. (1998). Acquiring literacy in English and Spanish in the United States. In A. Durgunoglu & L. Verhoeven (Eds.), Literacy development in a multilingual context (pp. 135-145). Mahwah, NJ: Erlbaum.
21. Durgunoglu, A., Nagy, W., & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
22. Elbro, C., Borstrom, I., & Petersen, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of texical items. Reading Research Quarterly, 33, 36-60.
23. Eng, N., & O'Connor, B. (2000). Acquisition of definite article + noun agreement of Spanish-English bilingual children with specific language impairment. Communication Disorders Quarterly, 21, 114-124.
24. Fowler, A. (1991). How early phonological development might set the stage for phoneme awareness. In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy (pp. 97-117). Hillsdale, NJ: Erlbaum.
25. Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies in Reading, 2, 31-54.
26. Garcia, E.E. (1992). "Hispanic" children: Theoretical, empirical, and related policy issues. Educational Psychology Review, 4, 69-94.
27. Gathercole, S.E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory and Cognition, 23, 83-94.
28. Gadiercole, S.E., & Baddeley, A.D. (1990). The role of phonological memory in vocabulary acquisition: A study of young children learning arbitrary names of toys. British Journal of Psychology, 81, 439-454.
29. Gathercole, S.E., & Baddeley, A.D. (1993). Working memory and language. Hitlsdale, NJ: Erlbaum.
30. Gathercole, S., Willis, C., Emslie, H., & Baddeley, A. (1991). The influences of number of syllables and word-likeness on children's repetition of nonwords. Applied Psycholinguistics, 12, 349-367.
31. Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children: Beliefs and research evidence. Dyslexia, 6, 13-28.
32. Geva, E., & Wade-Woolley, L. (1998). Component processes in becoming English-Hebrew biliterate. In A.Y. Durgunoglu & L. Verhoeven (Eds.), Literacy development in a multilingual context (pp. 85-110). Mahwah, NJ: Erlbaum.
33. Geva, E., Wade-Woolley, L., & Shany, M. (1997). Development of reading efficiency in first and second language. Scientific Studies in Reading, 1, 119-144.
34. Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 123-154.
35. Goldman, R., Fristoe, M., & Woodcock, R.W. (1974). GFW sound symbol tests. Circle Pines, MN: American Guidance Service.
36. Gottardo, A., Stanovich, K.E., & Siegel, L.S. (1996). The relationships between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63, 563-582.
37. Gottardo, A., Yan, B., Siegel, L.S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530-542.
38. Gough, P.B., Ehri, L.C., & Treiman, R. (Eds.). (1992). Readlng acquisition. Hillsdale, NJ: Erlbaum.
39. Jiménez-González, J.E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23-40.
40. Juel, C., Griffith, P.L., & Gough, P.B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
41. Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
42. Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159-173.
43. Manis, F.R., McBride-Chang, C., Seidenberg, M.S., Keating, P., Doi, L., Munson, B., & Petersen, A. (1997). Are speech perception deficits associated with developmental dyslexia? Journal of Experimental Child Psychology, 66, 211-236.
44. Manis, F., Seidenberg, M.S., & Doi, L. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-157.
45. McBride-Chang, C. (1996). Models of speech perception and phonological processing in reading. Child Development, 67, 1836-1856.
46. Morais, J., Alegria, J., & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415-438.
47. Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
48. Oney, B., Peter, M., & Katz, L. (1997). Phonological processing in printed word recognition: Effects of age and writing system. Scientific Studies in Reading, 1, 65-83.
49. Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.
50. Pinker, S. (1997). Words and roles in the human brain. Nature, 387, 547-548.
51. Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 29, 73-193.
52. Plunkett, K. (1995). Connectionist approaches to language acquisition. In P. Fletcher & B. MacWhinney (Eds.), Handbook of child language (pp. 36-72). Oxford, England: Blackwell.
53. Plunkett, K. (2000). Development in a connectionist framework: Re-thinking the nature-nurture debate. In K. Lee (Ed.), Childhood cognitive development: The essential readings (pp. 65-90) Oxford, England: Blackwell.
54. Rack, J., Hulme, C., Snowling, M.J., & Wightman, J. (1994). The role of phonology in young children learning to read words: The direct-mapping hypothesis. Journal of Experimental Child Psychology, 57, 42-71.
55. Rack, J., Snowling, M.J., & Olson, R.K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
56. Sanchez, E., & Rueda, M. (1991). Segmental awareness and dyslexia: Is it possible to learn to segment well yet continue to read and write poorly? Reading and Writing: An Interdisciplinary Journal, 3, 11-18.
57. Schatschneider, C., Francis, D.J., Footman, B.F., Fletcher, J.M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 1-11.
58. Service, L. (1992). Phonology, working memory, and foreign-language learning. Quarterly Journal of Experimental Psychology, 45, 21-50.
59. Shankweiler, D., & Craln, S. (1986). Language mechanisms and reading disorder: A modular approach. Cognition, 24, 139-168.
60. Shankweiler, D., Crain, S., Brady, S., & Macaruso, P. (1992). Identifying the causes of reading disability. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 275-305). Hillsdale, NJ: Erlbaum.
61. Share, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
62. Share, D.L., & Stanovich, K.E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 157.
63. Siegel, L.S. (1993). The development of reading. In H. Reese (Ed.), Advances in child development and behavior (Vol. 24, pp. 63-97). San Diego, CA: Academic Press.
64. Siegel, L.S., & Ryan, E. (1988). Development of grammatical sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28-37.
65. Snow, C.E., Burns, M.S., & Griffin, P. (1999). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
66. So, D., & Siegel, L.S. (1997). Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers. Reading and Writing: An Interdisciplinary Journal, 9, 121.
67. Sprenger-Charolles, L., Siegel, L.S., & Brchennec, D. (1998). Phonological mediation and semantic and orthographic factors in silent reading in French. Scientific Studies in Reading, 2, 3-29.
68. Sprenger-Charolles, L., Siegel, L.S., & Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134-165.
69. Stanovich, K.E. (1994). Does dyslexia exist? Journal of Child Psychology and Psychiatry, 35, 579-595.
70. Stanovich, K.E., Cunningham, A.E., & Cramer, B. (1984). Assessing phonological awareness in kindergarten: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
71. Stanovich, K.E., & Siegel, L.S. (1994). The phenotypic performance profile of reading-disabled children: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
72. Stevens, J. (1992). Applied multivariate statistics for the social sciences. Hillsdale, NJ: Erlbaum.
73. Stuart, M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139-181.
74. Tunmer, W.E., & Hoover, W. (1992). Cognitive and linguistic factors in learning to read. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 175-214). Hillsdale, NJ: Erlbaum.
75. Tunmer, W.E., & Nesdale, A.R. (1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417-427.
76. Tunmer, W.E., Nesdale, A.R., & Wright, A.D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology, 5, 25-34.
77. Wade-Woolley, L., & Geva, E. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies in Reading, 4, 295-312.
78. Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
79. Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
80. Wilkinson, G.S. (1995). The wide range achievement test-3. Wilmington, DE: Jastak Associates.
81. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
82. Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1000.
83. Woodcock, R.W. (1987). Woodcock reading mastery tests-revised: Examiner's manual. Circle Pines, MN: American Guidance Service.
84. Woodcock, R.W., & Muñoz-Sandoval, A. (1995). Woodcock language proficiency battery-revised: Spanish form. Itasca, IL: Riverside Publishing.