The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
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Citations
Cites
Learning Vocabulary in Another Language
Nation, I. S. P. (2001) · Cambridge University Press · doi:10.1017/cbo9781139524759 · Cited by 6,608 · cited 1×
“Specifically, as L2 lexical and grammatical knowledge improve, adult L2 reading increasingly resem bles the LI reading process, and the reader is thus able to use compre hension strategies developed in the LI to L2 reading (Laufer, 1997; Nation, 2001).”
BackgroundLinguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318
Flagged first, then by citations
Research works printed but not linked: 16
- Anderson R. C., 1981, Comprehension and teaching: Research reviews, 77
- August D., 2001, Cognate Awareness Test
- 10.1598/RRQ.39.2.3 · DOI
- Coady J., 1993, Second language vocabulary acquisition: A rationale for pedagogy, 225
- 10.3102/00346543049002222 · DOI · Paper page
- Cummins J., 1984, Language proficiency and academic achievement, 2
- 10.1017/S0142716400065905 · DOI
- 10.1598/RRQ.31.1.5 · DOI
- Laufer B., 1997, Second language vocabulary acquisition: A rationale for pedagogy, 20
- Lively T., 2003, Vocabulary improvement program for English language learners and their classmates
- MacGinitie W. H., 2000, Gates‐MacGinitie Reading Tests
- Nagy W., 1988, Teaching vocabulary to improve reading comprehension
- 10.1080/10862969009547816 · DOI
- 10.1037/0022-0663.98.1.159 · DOI · Paper page
- 10.1037/0022-0663.97.2.246 · DOI
- 10.1080/10862960709336758 · DOI
Cited by
Sorted by citations
Sierens, S., Slembrouck, S., Van Gorp, K., Agirdag, O., & Van Avermaet, P. (2019) · Applied Psycholinguistics · doi:10.1017/s0142716419000250 · Cited by 23
Metadata
- Authors
- PROCTOR, C. P., & MO, E.
- Affiliations
- Boston College (US)
- Center for Applied Special Technology (US)
- Venue
- TESOL Quarterly
- Publisher
- Wiley
- Published
- 2009-03
- Volume
- 43
- Issue
- 1
- Pages
- 126-136
- ISSN
- 0039-8322 (ISSN-L)
- 1545-7249
- OpenAlex
- W1907573263
- Cited by
- 65
- References
- 2
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 5 · 2023: 5 · 2022: 6 · 2021: 7 · 2020: 5 · 2019: 5 · 2018: 6 · 2017: 4 · 2016: 3 · 2015: 3 · 2014: 3 · 2013: 1 · 2012: 1
- FWCI
- 3.51
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Quarterly (publishedVersion)
- Scholarly Commons (University of the Pacific) (submittedVersion)
- Funders
- Boston College
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- English comprehension, Spanish-English bilingual students, second language reading, cognates, reading comprehension
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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