Knowledge of orthographic features in spanish among bilingual children

Bilingual Research Journal

Volumn 26, Issue 2, 2002, Pages 295-307

  Estes, Thomas H ^a   Richards, Herbert C ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011131222     PISSN: 15235882     EISSN: 15235890     Source Type: Journal    
DOI: 10.1080/15235882.2002.10668712     Document Type: Article

References (5)

1. García, E. G., Jimenez, R. T., Pearson, P. D. (1998). Metacognition, childhood bilingualism, and reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.
2. Jimenez, R. T., García, E. G., Pearson, P. D. (1996). The reading strategies of bilingual Latino students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112.
3. McLaughlin, B., McLeod, B. (1996). Educating all our students improving education for children from culturally and linguistically diverse backgrounds: Vol. 1. Final Report of the National Center for Research on Cultural Diversity and Second Language Learning. Santa Cruz, CA: University of California, Santa Cruz. Retrieved May 3,2002, from http://www.ncbe.gwu.edu/miscpubs/ncrcdsll/edall.htm
4. Nie, M., Hull, C. H., Jenkins, J. G., Steinbrenner, K., Bent, D. H. (1975). Statistical package for the social sciences: SPSS. New York: McGraw-Hill.
5. Viise, N. (1994). Wordfeature spelling list: A diagnosis of progressing word knowledge through an assessment of spelling errors. Charlottesville: University of Virginia.