Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children.

Abstract

This study examined whether the same component processes are involved in reading acquisition for native and nonnative speakers of English in the 1st grade. The performance of 88 children was examined on tasks assessing reading skill, phonological processing, and syntactic awareness. Fifty children were native English speakers (L1), and 38 children were from Punjabi-speaking families (ESL). Although measures of word recognition and phonological processing successfully discriminated between average and poor readers, they did not discriminate between the 2 language groups. Analyses of word reading errors revealed similar error patterns for ESL and L1 children, yet different error patterns for average and poor readers. For both Ll and ESL children, reading difficulties appear to be strongly linked with impaired phonological processing.

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   Melby-Lervåg, Monica, Lervåg, Arne · 2014 · Psychological Bulletin
3. Working memory, inhibitory control, and reading disability
   Chiappe, Penny, Siegel, Linda S., Hasher, Lynn · 2000 · Memory & Cognition
4. Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study.
   Lesaux, Nonie K., Rupp, André A., Siegel, Linda S. · 2007 · Journal of Educational Psychology
5. Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services
   Samson, Jennifer F., Lesaux, Nonie K. · 2009 · Journal of Learning Disabilities

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