Assessing reading comprehension in bilinguals

Elementary School Journal

Volumn 107, Issue 2, 2006, Pages 221-238

  August, Diane ^a   Francis, David J ^b   Hsu, Han Ya Annie ^c   Snow, Catherine E ^c  

^a CENTER FOR APPLIED LINGUISTICS   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

^c HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751513320     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/510656     Document Type: Article

References (24)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 303, 419-421.
3. Dixon, P., LeFevre, J., & Twilley, L. C. (1988). Word knowledge and working memory as predictors of reading skill. Journal of Educational Psychology, 80, 465-472.
4. Engle, R. W., Nations, J. K., & Cantor, J. (1990). Is "working memory capacity" just another name for word knowledge? Journal of Educational Psychology, 82, 799-804.
5. Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievement in the national curriculum at seven years of age. British Journal of Educational Psychology, 70, 177-194.
6. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
7. Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341.
8. Haengi, D., & Perfetti, C. A. (1994). Processing components of college-level reading comprehension. Discourse Processes, 17, 83-104.
9. Hannon, B., & Daneman, M. (2001). A new tool for understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93(1), 103-128.
10. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday lives of young American children. Baltimore: Brookes.
11. Hulme, C., Muter, V., Snowling, M., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681.
12. Kenny, D. (1979). Correlation and causality. New York: Wiley.
13. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development
14. National Research Council. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press.
15. National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press.
16. Palmer, J., MacLeod, C. M., Hunt, E., & Davidson, J. E. (1985). Information processing correlates of reading. Journal of Memory and Language, 24, 59-88.
17. Perfetti, C. A. (1985). Reading ability. New York: Oxford.
18. Potts, G. R., & Peterson, S. B. (1985). Incorporation versus compartmentalization in memory for discourse. Journal of Memory and Language, 24, 107-118.
19. RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Washington, DC: RAND Education.
20. Stanovich, K. E. (1991). Word recognition: Changing perspectives. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 418-452). New York: Longman.
21. Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perceptions and student motivation. Journal of Educational Psychology, 90(2), 210-223.
22. Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.
23. Vellutino, F. R. (1987). Dyslexia. Scientific American, March, pp. 34-41.
24. Woodcock, R. W. (1991). Woodcock Language Proficiency Battery - Revised (English Form). Chicago: Riverside.