Reading and reading instruction for children from low-income and non-english-speaking households

Future of Children

Volumn 22, Issue 2, 2012, Pages 73-88

  Lesaux, Nonie K ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COMMUNICATION DISORDER; COMPREHENSION; EDUCATION; HUMAN; LANGUAGE; LINGUISTICS; METHODOLOGY; MIGRATION; POVERTY; READING; STANDARD; TEACHING;

CHILD; COMMUNICATION BARRIERS; COMPREHENSION; EMIGRANTS AND IMMIGRANTS; HUMANS; LANGUAGE; POVERTY; READING; TEACHING; VOCABULARY;

EID: 84867563714     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2012.0010     Document Type: Article

References (118)

1. Catherine Snow and others, Reading for Understanding: Toward an R&D Program in Reading Comprehension, report prepared for the Office of Education Research and Improvement (Santa Monica, Calif.: RAND Corporation, 2002).
2. Frank R. Vellutino and others, "Components of Reading Ability: Multivariate Evidence for a Convergent Skill Model of Reading Development," Scientific Studies of Reading 11 (2007): 3-32.
3. Catherine E. Snow, M. Susan Burns, and Peg Griffin, eds. Preventing Reading Difficulties in Young Children (Washington: National Academy Press, 1998).
4. Richard Murnane, Isabel Sawhill, and Catherine Snow, "Introducing the Issue: Literacy Challenges for the Twenty-First Century," Future of Children 22, no. 2 (2012).
5. Vanessa R. Wight, Michelle Chau, and Yumiko Aratani, Who Are America's Poor Children? The Official Story, report prepared for the National Center for Children in Poverty (New York: National Center for Children in Poverty, January 2010).
6. Jeffrey S. Passel, D'Vera Cohn, and Mark Hugo Lopez, Census 2010: 50 Million Latinos. Hispanics Account for More than Half of Nation's Growth in Past Decade, report prepared for the Pew Hispanic Center (Washington: Pew Hispanic Center, March 2011).
7. Mark Hugo Lopez and Gabriel Velasco, The Toll of the Great Recession: Childhood Poverty among Hispanics Sets Record, Leads Nation, report prepared for the Pew Hispanic Center (Washington: Pew Hispanic Center, September 2011).
8. Christopher Jencks and Meredith Phillips, "The Black-White Test Score Gap: Why It Persists and What Can Be Done," Brookings Review 16 (Spring 1998): 24-27.
9. Richard Fry and Felisa Gonzales, One-in-Five and Growing Fast: A Profile of Hispanic Public School Students, report prepared for the Pew Hispanic Center (Washington: Pew Hispanic Center, August 2008).
10. Jeannette Mancilla-Martinez and Nonie K. Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge: A Longitudinal Study," Child Development 82 (September 2011): 1544-60.
11. Allison L. Bailey, ed., The Language Demands of School: Putting Academic English to the Test (Yale University Press, 2007).
12. Richard Fry, "The Role of Schools in the English Language Learner Achievement Gap," report prepared for the Pew Hispanic Center (Washington: Pew Hispanic Center, June 2008).
13. National Center for Education Statistics, The Nation's Report Card: Reading 2009, report prepared for the U.S. Department of Education (Washington: Institute of Education Sciences, 2009).
14. Clemencia Cosentino de Cohen, Nicole Deterding, and Beatriz Chu Clewell, Who's Left Behind?: Immigrant Children in High and Low LEP Schools, report prepared for the Urban Institute (Washington: Urban Institute, September 2005).
15. CE Snow, MS Burns, and P Griffin, eds., Preventing Reading Difficulties in Young Children (see note 2).
16. Michael J. Kieffer, "Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties," Educational Researcher 39 (August/September 2010): 484-86.
17. Catherine Snow and Young-Suk Kim, "Large Problem Spaces: The Challenges of Vocabulary for English Language Learners," in Vocabulary Acquisition: Implications for Reading Comprehension, edited by Richard K. Wagner, Andrea E. Muse, and Kendra. R. Tannenbaum (Guilford Press, 2007), pp. 123-39.
18. CE Snow and others, Reading for Understanding (see note 1).
19. FR Vellutino and others, "Components of Reading Ability" (see note 1).
20. Michael Graves, Connie Juel, and Bonnie B. Graves, Teaching Reading in the 21st Century (Des Moines: Allyn & Bacon, 1998).
21. Scott G. Paris, "Reinterpreting the Development of Reading Skills," Reading Research Quarterly 40 (April/May/June 2005): 184-202.
22. Catherine Snow and Paola Uccelli, "The Challenge of Academic Language," in The Cambridge Handbook of Literacy, edited by David R. Olson and Nancy Torrance (Cambridge University Press, 2009), pp. 112-33.
23. Jeanne S. Chall, Vicki A. Jacobs, and Luke Baldwin, The Reading Crisis: Why Poor Children Fall Behind (Harvard University Press, 1990).
24. National Institute of Child Health and Human Development, Put Reading First: The Research Building Blocks for Teaching Children to Read, report prepared for the Center for the Improvement of Early Reading Achievement (Washington: U.S. Government Printing Office, 2001).
25. Richard C. Anderson and Peter Freebody, "Reading Comprehension and the Assessment and Acquisition of Word Knowledge," in Advances in Reading/Language Research: Cognitive Science and Human Resource Management, edited by Barbara Hutson (JAI Press, 1983), pp. 231-56.
26. Hugh W. Catts and others, "Developmental Changes in Reading and Reading Disabilities," in The Connections Between Language and Reading Disabilities, edited by Hugh W. Catts and Allan G. Kamhi (Lawrence Erlbaum Associates, 2005).
27. C Snow and Y.-S. Kim, "Large Problem Spaces" (see note 13).
28. C Snow and others, Reading for Understanding (see note 1).
29. FR Vellutino and others, "Components of Reading Ability" (see note 1).
30. Virginia W. Berninger and Robert D. Abbott, "Listening Comprehension, Oral Expression, Reading, Comprehension and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7," Journal of Educational Psychology 102 (August 2010): 635-51.
31. Hugh W. Catts, Suzanne Adlof, and Susan E. Weismer, "Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading," Journal of Speech, Language, and Hearing Research 49 (April 2006): 278-93.
32. C Snow and P Uccelli, "The Challenge of Academic Language" (see note 16).
33. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
34. Passage adapted from Roland Good and Ruth Kaminski, Dynamic Indicators of Basic Early Literacy Skills, 6th ed. (Eugene, Ore.: Institute for the Development of Educational Achievement, 2007).
35. Joseph Betts and others, "Examining the Role of Time and Language Type in Reading Development for English Language Learners," Journal of School Psychology 47 (June 2009): 143-66.
36. Esther Geva and Zoreh Yaghoub Zadeh, "Reading Efficiency in Native English-Speaking and English-as-a-Second Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes," Scientific Studies of Reading 10, no. 1 (2006): 31-57.
37. Maureen Jean and Esther Geva, "The Development of Vocabulary in English as a Second Language Children and Its Role in Predicting Word Recognition Ability," Applied Psycholinguistics 30, no. 1 (2009): 153-85.
38. Nonie K. Lesaux, Andre A. Rupp, and LindaS. Siegel, "Growth in Reading Skills of Children from Diverse Linguistic Backgrounds: Findings from a 5-Year Longitudinal Study," Journal of Educational Psychology 99, no. 4 (November 2007): 821-34.
39. Nonie K. Lesaux and others, "Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills," Journal of Applied Developmental Psychology 31 (December 2010): 475-83.
40. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
41. Nonie K. Lesaux and others, "Development of Literacy," in Developing Literacy in Second Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, edited by Diane L. August and Timothy Shanahan (Lawrence Erlbaum Associates, 2006), pp. 75-122.
42. Marc Moss and others, Reading First Implementation Evaluation: Interim Report, report prepared for the U.S. Department of Education: Office of Planning, Evaluation, and Policy Development: Policy and Program Studies Service (Jessup, Md.: Education Publications Center, July 2006).
43. J Betts and others, "Examining the Role of Time and Language Type in Reading Development for English Language Learners" (see note 21).
44. E Geva and ZY Zadeh, "Reading Efficiency in Native English-Speaking and English-as-a-Second Language Children" (see note 21).
45. M Jean and E Geva, "The Development of Vocabulary in English as a Second Language Children and Its Role in Predicting Word Recognition Ability" (see note 21).
46. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
47. NK Lesaux and others, "Development of Literacy" (see note 21).
48. Joanne F. Carlisle and others, "Relationship of Metalinguistic Capabilities and Reading Achievement for Children Who Are Becoming Bilingual," Applied Psycholinguistics 20, no. 4 (December 1999): 459-78.
49. Joanne F. Carlisle, Margaret M. Beeman, and P. P. Shah, "The Metalinguistic Capabilities and English Literacy of Hispanic High School Students: An Exploratory Study," in Literacies for the 21st Century: Research and Practice, edited by Donald J. Leu, Charles K. Kinzer, and Kathleen A. Hinchman (National Reading Conference, 1996), pp. 306-16.
50. Robert T. Jiménez, Georgia E. García, and P. David Pearson, "The Reading Strategies of Bilingual Latina/o Students Who Are Successful English Readers: Opportunities and Obstacles," Reading Research Quarterly 31, no. 1 (January/February/March 1996): 90-112.
51. NK Lesaux and others, "Uneven Profiles" (see note 21).
52. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
53. Nonie K. Lesaux and Michael J. Kieffer, "Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence," American Educational Research Journal 47 (September 2010): 596-632.
54. H. Lee Swanson and others, "Influence of Oral Language and Phonological Awareness on Children's Bilingual Reading," Journal of School Psychology 46 (August 2008); 413-29.
55. C. Patrick Proctor and others, "Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension," Journal of Educational Psychology 97, no. 2 (May 2005): 246-56.
56. NK Lesaux and others, "Uneven Profiles" (see note 21).
57. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
58. Jeannette Mancilla-Martinez and Nonie K. Lesaux, "Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish- Speaking Language Minority Learners," Journal of Educational Psychology 102, no. 3 (August 2010): 701-11.
59. NK Lesaux and MJ Kieffer, "Exploring Sources of Reading Comprehension Difficulties among Language Minority Learners and Their Classmates in Early Adolescence" (see note 24).
60. CE Snow, MS Burns, and P Griffin, eds., Preventing Reading Difficulties in Young Children (see note 2).
61. NK Lesaux and MJ Kieffer, "Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence" (see note 24).
62. MJ Kieffer, "Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties" (see note 13).
63. Nonie K. Lesaux, Perla Gámez, and Andrea E. Anushko, "Narrative Production Skills of Language Minority Learners and Their English-Only Classmates in Early Adolescence," under review.
64. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
65. Michael J. Kieffer, "Catching Up or Falling Behind? Initial English Proficiency, Concentrated Poverty, and the Reading Growth of Language Minority Learners in the United States," Journal of Educational Psychology 100, no. 4 (November 2008): 851-68.
66. MJ Kieffer, "Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties" (see note 13).
67. Nonie K. Lesaux and Sky H. Marietta, Making Assessment Matter: Using Test Results to Differentiate Reading Instruction (New York: Guilford Press, 2012).
68. Orly Lipka and Linda S. Siegel, "The Development of Reading Skills in Children with English as a Second Language," Scientific Studies of Reading 11, no. 2 (2007): 105-31.
69. National Institute of Child Health and Human Development, Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups, report prepared for the Office of Educational Research and Improvement (Washington: U.S. Government Printing Office, April 2000).
70. National Institute of Child Health and Human Development, Teaching Children to Read (see note 33).
71. J Mancilla-Martinez and NK Lesaux, "The Gap Between Spanish Speakers' Word Reading and Word Knowledge" (see note 8).
72. P Proctor and others, "Native Spanish-Speaking Children Reading in English" (see note 24).
73. HL Swanson and others, "Influence of Oral Language and Phonological Awareness on Children's Bilingual Reading" (see note 24).
74. J Betts and others, "Examining the Role of Time and Language Type in Reading Development for English Language Learners" (see note 23).
75. J Mancilla-Martinez and NK Lesaux, "Predictors of Reading Comprehension for Struggling Readers" (see note 25).
76. Stephanie Al Otaiba and others, "Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade," Journal of Educational Psychology 101, no. 2 (May 2009): 315-29.
77. O Lipka and LS Siegel, "The Development of Reading Skills in Children with English as a Second Language" (see note 33).
78. Sylvia Linan-Thompson and others, "The Response to Intervention of English Language Learners at Risk for Reading Problems," Journal of Learning Disabilities 39, no. 4 (September/October 2006): 390-98.
79. Jennifer F. Samson and Nonie K. Lesaux, "Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services," Journal of Learning Disabilities 42, no. 2 (March/April 2009): 148-62.
80. J Mancilla-Martinez and NK Lesaux, "Predictors of Reading Comprehension for Struggling Readers" (see note 25).
81. Gina Biancarosa and Gina Griffiths, "Technology Tools to Support Reading in the Digital Age," Future of Children 22, no. 2 (2012).
82. Donald D. Deshler and others, Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (New York: Carnegie Corporation, 2007).
83. Donald D. Deshler and others, Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (New York: Carnegie Corporation, 2007).
84. Donald D. Deshler and others, Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (New York: Carnegie Corporation, 2007).
85. Beth C. Gamse and others, Reading First Impact Study: Final Report, report prepared for the Institute of Education Sciences (Washington: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, November 2008).
86. National Institute of Child Health and Human Development, Teaching Children to Read (see note 33).
87. Mark W. Conley, "Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential," Harvard Educational Review 78, no. 1 (Spring 2008): 84-106.
88. Richard C. Anderson, "Role of the Reader's Schema in Comprehension, Learning, and Memory," in Theoretical Models and Processes of Reading, edited by Robert B. Ruddell and Norman J. Unrau (International Reading Association, 2004), pp. 594-606.
89. P. David Pearson, Elizabeth Moje, and Cynthia Greenleaf, "Literacy and Science: Each in the Service of the Other," Science 328 (April 2010): 459-63.
90. NK Lesaux and MJ Kieffer, "Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence" (see note 24).
91. Diane August and others, "The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners," Journal of Research on Educational Effectiveness 2, no. 4 (2009): 345-76.
92. Mara S. Carlo and others, "Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms," Reading Research Quarterly 39, no. 2 (April/May/June 2004): 188-215.
93. Nonie K. Lesaux and others, "The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools," Reading Research Quarterly 45, no. 2 (April/May/June 2010): 196-228.
94. C. Patrick Proctor and others, "Improving Comprehension Online: Effects of Deep Vocabulary Instruction with Bilingual and Monolingual Fifth Graders," Reading and Writing 24, no. 5 (2011): 517-44.
95. Stephen W. Raudenbush and Anthony S. Bryk, Hierarchical Linear Models: Applications and Data Analysis Methods (Thousand Oaks, Calif.: Sage Publications, Inc., 2002).
96. Dianna Townsend and Penny Collins, "Academic Vocabulary and Middle School English Learners: An Intervention Study," Reading and Writing 22, no. 9 (October 2009): 993-1019.
97. Sharon Vaughn and others, "Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings from Two Experimental Studies," Journal of Research on Educational Effectiveness 2, no. 4 (2009): 297-324.
98. Catherine E. Snow, Joshua F. Lawrence, and Claire White, "Generating Knowledge of Academic Language among Urban Middle School Students," Journal of Research on Educational Effectiveness 2, no. 4 (2009): 325-44.
99. NK Lesaux and others, "The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools" (see note 44).
100. Judith A. Scott, Dianne Jamieson-Noel, and Marlene Asselin, "Vocabulary Instruction throughout the Day in Twenty-Three Canadian Upper-Elementary Classrooms," Elementary School Journal 103, no. 3 (January 2003): 269-86.
101. MS Carlo and others, "Closing the Gap" (see note 44).
102. BC Gamse and others, Reading First Impact Study (see note 41).
103. Robert L. Bangert-Drowns, Marlene M. Hurley, and Barbara Wilkinson, "The Effects of School- Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis," Review of Educational Research 74, no. 1 (Spring 2004): 29-58.
104. Margaret G. McKeown, Isabel L. Beck, and Ronette G. K. Blake, "Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches," Reading Research Quarterly 44, no. 3 (July/August/September 2009): 218-53.
105. NK Lesaux and others, "The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools" (see note 44).
106. S Vaughn and others, "Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners" (see note 44).
107. Rebecca Silverman and Jennifer D. Crandell "Vocabulary Practices in Prekindergarten and Kindergarten Classrooms," Reading Research Quarterly 45, no. 3 (July/August/September 2010): 318-40.
108. CE Snow, JF Lawrence, and C White, "Generating Knowledge of Academic Language among Urban Middle School Students" (see note 44).
109. D August and others, "The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners" (see note 44).
110. PD Pearson, E Moje, and C Greenleaf, "Literacy and Science" (see note 43).
111. Robert E. Slavin and others, "Effective Reading Programs for Middle and High Schools: A Best Evidence Synthesis," Reading Research Quarterly 43, no. 3 (July/August/September 2008): 290-322.
112. Geoffrey D. Borman and others, "Final Reading Outcomes of the National Randomized Field Trial of Success for All," American Educational Research Journal 44, no. 3 (September 2007): 701-31.
113. Clancy Blair, "School Readiness," American Psychologist57 (February 2002): 111-27.
114. Janet A. Welsh and others, "The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families," Journal of Educational Psychology 102, no. 1 (February 2010): 43-53.
115. Adele Diamond, "Interrelated and Interdependent," Developmental Science 10, no. 1 (January 2007): 152-58.
116. Stephanie M. Carlson and Andrew N. Meltzoff, "Bilingual Experience and Executive Functioning in Young Children," Developmental Science 11, no. 2 (March 2008): 282-98.
117. C. Cybele Raver, Elizabeth T. Gershoff, and J. Lawrence Aber, "Testing Equivalence of Mediating Models of Income, Parenting, and School Readiness for White, Black, and Hispanic Children in a National Sample," Child Development 78, no. 1 (January-February 2007): 96-115.
118. Perla B. Gámez and Nonie K. Lesaux, "The Relation between Exposure to Sophisticated and Complex Language and Early-Adolescent English-Only and Language-Minority Learners' Vocabulary," Child Development, in press.