2003
DOI: 10.1037/0012-1649.39.6.1005
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Abstract: Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All children received phonological awareness instruction in kindergarten … Show more

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Cited by 344 publications
(309 citation statements)
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“…Against this background, it is important to note that not all studies have found an L2 disadvantage in reading comprehension, even when there was evidence of a developmental lag in L2 syntactic or vocabulary skills in English (Chiappe, Glaeser, & Ferko, 2007;Lesaux & Siegel, 2003). These seemingly inconsistent findings have been associated with differences in socioeconomic status (SES), socio-cultural, and educational experiences among L2 learners (Lipka, Siegel, & Vukovic, 2005).…”
mentioning
confidence: 92%
“…Against this background, it is important to note that not all studies have found an L2 disadvantage in reading comprehension, even when there was evidence of a developmental lag in L2 syntactic or vocabulary skills in English (Chiappe, Glaeser, & Ferko, 2007;Lesaux & Siegel, 2003). These seemingly inconsistent findings have been associated with differences in socioeconomic status (SES), socio-cultural, and educational experiences among L2 learners (Lipka, Siegel, & Vukovic, 2005).…”
mentioning
confidence: 92%
“…Chiappe, Siegel, and Wade-Woolley (2002), D'Angiulli, Siegel, and Maggi (2004), Lesaux and Siegel (2003), and Kelly, Gomez-Bellenge, Chen, and Schulz (2008) focused their research on the underlying micro-skills noted above, which are predictive of early literacy development among NS. They largely concluded that, "The development of reading skills in ELL children is very similar to the development of reading skills in children with English as their first language" (D'Anguilli et al,p.…”
Section: Review Of the Literaturementioning
confidence: 99%
“…Manis, Lindsay, and Bailey (2004) found that L1 (Spanish) vocabulary in kindergarten significantly predicted L2 English reading comprehension two years later when children were in grade 2, after controlling for print knowledge, phonological awareness, naming speed, and expressive language also measured in kindergarten. In contrast, some studies involving young ELLs whose home language was Spanish but who were educated solely in English have shown that L1 (Spanish) vocabulary did not contribute to English reading comprehension (Gottardo & Mueller, 2009;Lesaux & Siegel, 2003). These studies suggest that individual differences in L1 vocabulary -at least when the L1 is Spanishare more aligned with L2 reading comprehension when children are exposed to systematic instruction in the L1 and L2, but not when the sample involves ELLs with different L1s (that may or may not be topologically similar), and/or when formal schooling and instruction take place only in the L2.…”
Section: Vocabulary Knowledge and L2 Reading Comprehensionmentioning
confidence: 98%