Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds

Reading and Writing

Volumn 19, Issue 1, 2006, Pages 99-131

  Lesaux, Nonie K ^a   Lipka, Orly ^b   Siegel, Linda S ^b  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

ESL; Phonological awareness; Reading comprehension; Syntactic awareness; Working memory

Indexed keywords

EID: 31744450739     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-005-4713-6     Document Type: Article

References (70)

1. Aarts, R. & Verhoeven, L. (1999). Literacy attainment in a second language submersion context. Applied Psycholinguistics, 20, 377-393.
2. Abu-Rabia, S. (1998). Social and cognitive factors influencing the reading comprehension of Arab students learning Hebrew as a second language in Israel. Journal of Research in Reading, 21(3), 201-212.
3. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
4. Baddeley, A. (1986). Working memory. New York: Oxford University Press.
5. Baker, C. (1998). Key issues in bilingualism and bilingual education. Clevedon, England: Multilingual Matters.
6. Bentin, S., Deutsch, A. & Liberman, I. Y. (1990). Syntactic competence and reading ability in children. Journal of Experimental Child Psychology, 48, 147-172.
7. Bernhardt, E. B. (2000). Second language reading as a case study of reading scholarship in the twentieth century. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 791-811). Mahwah, NJ: Lawrence Erlbaum.
8. Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33, 429-440.
9. Bialystok, E. & Hakuta, K. (1999). Confounded age: Linguistic and cognitive factors in age differences for second language acquisition. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 161-181). Mahwah, NJ: Erlbaum.
10. Bialystok, E. & Ryan, E. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31(3), 229-251.
11. Byrne, B. (1981). Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?. Applied Psycholinguistics, 2, 201-212.
12. Cain, K. & Oakhill, J. (1998). Comprehension skill and inference-making ability: issues and causality. In C. Hulme & R. M. Joshi (Eds.), Reading and Spelling: Development and Disorders London: Lawrence Erlbaum.
13. Cain, K. & Oakhill, J. (2000). Inference making ability and its relation to comprehension failure in young children. Reading and Writing An Interdisciplinary Journal, 11, 489-503.
14. Cain, K., Oakhill, J. & Bryant, P. (2000). Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing An Interdisciplinary Journal, 12, 31-40.
15. Campbell, R. & Sais, E. (1995). Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 61-68.
16. Carlisle, J. F., Beeman, M., Davis, L. H., Spharim, &, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459-478.
17. Catts, H. W., Hogan, T. P. & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36(2), 151-164.
18. 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.
19. Chiappe, P., Siegel, L. S. & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills. Scientific Studies of Reading, 6, 369-400.
20. D'Angiulli, A., Siegel, L. & Maggi, S. (2004). Literacy instruction, SES and word reading achievement in English language learners and children with English as a first language: A longitudinal study. Learning Disabilities Research and Practice, 19(4), 202-213.
21. da Fontoura, H.A. & Siegel, L. S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing An Interdisciplinary Journal, 7, 139-153.
22. Daneman, M. & Carpenter, P. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
23. Droop, M. & Verhoeven, L. T. (1998). Background knowledge, linguistic complexity, and second-language reading comprehension. Journal of Literacy Research, 30(2), 253-271.
24. Droop, M. & Verhoeven, L. (2003). Language proficiency and reading ability in first-and second-language learners. Reading Research Quarterly, 38(1), 78-103.
25. Durgunoglu, A., Nagy, W. & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
26. Ehri, L.C. & Wilce, L.S. (1980). Do beginners learn to read function words better in sentences or in lists?. Reading Research Quarterly, 15, 451-476.
27. Francis, D. J., Shaywitz, S. E., Stuebing, K.K., Shaywitz, B.A. & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17.
28. García, G. E. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26(4), 371-392.
29. García, G. E. (2000). Bilingual children's reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 813-834) Mahwah, NJ: Lawrence Erlbaum.
30. Geva, E., Yaghoub-Zadeh, Z. & Schuster, B. (2000). Part IV: Reading and foreign language learning: Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 121-154.
31. Gholamain, M. & Geva, E. (1999). Orthographic and cognitive factors in the concurrent development of basic reading skills in English and Persian. Language Learning, 49, 183-217.
32. 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 Psychology, 63, 563-582.
33. Hansen, D. A. (1989). Locating learning: Second language gains and language use in family, peer and classroom contexts. NABE: The Journal for the National Association for Bilingual Education, 13(2), 161-180.
34. Hutchinson, J. M., Whiteley, H. E., Smith, C. D. & Connors, L. (2003). The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26(1), 19-32.
35. Kame'enui, E. & Simmons, D. (2001). Introduction to this special issue: The DNA of reading fluency. Scientific Studies of Reading, 5(3), 203-210.
36. Karlsen, B. & Gardner, E. (1994). Stanford diagnostic reading test. San Francisco: Harcourt Brace.
37. Koda, K. (1993). Transferred L1 strategies and L2 syntactic structure in L2 sentence comprehension. Modern Language Journal, 77(4), 490-500.
38. Lesaux, N. K. & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005-1019.
39. Limbos, L.M. & Geva, E. (2001). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of Learning Disabilities, 34, 136-151.
40. McEvoy, R. E. & Johnson, D. L. (1989). Comparison of an intelligence test and a screening battery as predictors of reading ability in low income, Mexican American children. Hispanic Journal of Behavioral Sciences, 11(3), 274-282.
41. Muter, V. & Diethelm, K. (2001). The contribution of phonological skills and letter knowledge to early reading development in a multilingual population. Language Learning, 51, 187-219.
42. Muter, V., Hulme, C. & Snowling, M. (1997). The phonological abilities test. London: Psychological Corporation.
43. Perfetti, C.A. (1985). Reading ability. London: Oxford University Press.
44. Perfetti, C.A. (1988). Verbal efficiency in reading ability. In M. Daneman, G. E. MacKinnon & T. G. Walter (Eds.), Reading research: Advances in theory and practice (pp. 109-143). New York: Academic Press.
45. RAND Reading Study Group. (2002). Reading for understanding, toward an R & D Program in reading comprehension Santa Monica, CA: RAND.
46. Rosner, J. & Simon, D. (1971). The auditory analysis test: An initial report. Journal of Learning Disabilities, 4, 384-392.
47. Seigneurie, A., Ehrlich, M. F., Oakhill, J. & Yuill, N. (2000). Working memory resources and children's reading comprehension. Reading and Writing An Interdisciplinary Journal, 13, 81-103.
48. Shankweiler, D. (1989). How problems of comprehension are related to difficulties decoding. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disabilities: Solving the reading puzzle (pp. 35-68). Ann Arbor: University of Michigan Press.
49. Share, D., Jorm, A., Maclean, R. & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
50. Siegel, L. S. (1993). The development of reading. In H. W. Reese (Ed.), Advances in child development and behavior (pp. 63-97). San Diego: Academic Press.
51. Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioural Development, 17, 109-124.
52. Siegel, L. S. & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological and short-term memory skills in normally achieving and subtypes of learning disabled children. Developmental Psychology, 24, 28-37.
53. Siegel, L. S. & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
54. Snow, C., Burns, M. & Griffin, P. (ed.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
55. Statistics Canada (1996). 1996 Population Census, 〈http://www. statcan.ca/english/census96/list.htm#1996〉.
56. Stein, C. L., Cairns, H. S. & Zurif, E. B. (1984). Sentence comprehension limitations related to syntactic deficits in reading-disabled children. Applied Psycholinguistics, 5, 305-322.
57. Thorndike, R. L. Hagen, E. P. & Sattler, J. M. (1986). Technical manual: Stanford binet intelligence scale: fourth edition. Chicago: Riverside.
58. Trabasso, J. P. & Magliano, J. P. (1996). Conscious understanding during text comprehension. Discourse Processes, 21, 255-288.
59. Tumner, W. & 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.
60. Tunmer, W. E., Nesdale, A. R. & Wright, A. D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology, 5, 25-34.
61. Tunmer, W. E., Herriman, M. L. & Nesdale, A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-158.
62. van Dijk, T. A. & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
63. Verhoeven, L. (1990). Acquisition of reading in a second language. Reading Research Quarterly, 25, 90-114.
64. Verhoeven, L. T. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4(4), 313-330.
65. Wade-Woolley, L. & Siegel, L. S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill. Reading & Writing: An Interdisciplinary Journal, 9(5-6), 387-406.
66. Wilkinson, G. S. (1993). The wide range achievement test - 3. Wilmington, DE: Jastak Associates.
67. Willows, D. M. & Ryan, E. B. (1986). The development of grammatical sensitivity and its relation to early reading achievement. Reading Research Quarterly, 21, 253-266.
68. Woodcock, R. W. (1987). Woodcock reading mastery tests - revised. Circle Pines, MN: American Guidance Service.
69. Yuill, N. & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press.
70. Zimmerman, D. W., & Zumbo, B. D. (1993). Relative power of parametric and nonparametric statistical methods. In G. Keren & C. Lewis (Eds.), A handbook for data analysis in the behavioral sciences, Volume 1: Methodological issues (pp. 481-517). Hillsdale, NJ: Lawrence Erlbaum.