The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study.
Abstract
This article reports on the results of a longitudinal investigation of the reading development of a sample of 824 children (406 girls, 418 boys). The sample included 689 native English-speaking (L1) children and 135 English-language learners (ELLs) representing 33 different native languages. In kindergarten and 4th grade, children's word reading, spelling, phonological processing, syntactic awareness, and working memory skills were assessed with standardized and experimental measures. In addition, word reading was assessed from kindergarten through 4th grade, and reading comprehension in 4th grade. Comparisons of reading skills between the ELLs and the L1 speakers demonstrated that despite slightly lower performance of the ELLs on several kindergarten tasks, differences at 4th grade were negligible. Fourth-grade word reading was predicted by the same kindergarten tasks for both language groups, and prediction of reading comprehension differed by only 1 task. Finally, the trajectory of word reading was nonlinear for both groups, although predictors of this trajectory differed between groups. The findings suggest that early identification models established through research with L1 speakers are appropriate for identifying ELLs at risk for reading difficulties.
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Cites
Measurement Invariance, Factor Analysis and Factorial Invariance
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Self-citationBackground Knowledge, Linguistic Complexity, and Second-Language Reading Comprehension
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Melby-Lervåg, M., & Lervåg, A. (2014) · Psychological Bulletin · doi:10.1037/a0033890 · Cited by 363
Ramirez, G., Chen, X., Geva, E., & Kiefer, H. (2010) · Reading and Writing · doi:10.1007/s11145-009-9203-9 · Cited by 249
Pears, K. C., Fisher, P. A., Bruce, J., Kim, H. K., & Yoerger, K. (2010) · Child Development · doi:10.1111/j.1467-8624.2010.01491.x · Cited by 146
Literacy coaching to improve student reading achievement: A multi-level mediation model
Matsumura, L. C., Garnier, H. E., & Spybrook, J. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.11.001 · Cited by 106
Kim, Y.-S. G., & Piper, B. (2019) · Reading and Writing · doi:10.1007/s11145-018-9889-7 · Cited by 62
Molfese, V. J., Molfese, P. J., Molfese, D. L., Rudasill, K. M., Armstrong, N., & Starkey, G. (2010) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.03.004 · Cited by 60
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Guo, Y., & Roehrig, A. D. (2011) · Reading in a Foreign Language · doi:10.64152/10125/66659 · Cited by 52
Linklater, D. L., O'Connor, R. E., & Palardy, G. J. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2009.08.001 · Cited by 40
Can children's instructional gameplay activity be used as a predictive indicator of reading skills?
Thomson, J. M., Foldnes, N., Uppstad, P. H., Njå, M., Solheim, O. J., & Lundetræ, K. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101348 · Cited by 17
Metadata
- Authors
- Lesaux, N. K., Rupp, A. A., & Siegel, L. S.
- Venue
- Journal of Educational Psychology
- Published
- 2007-11
- Volume
- 99
- Issue
- 4
- Pages
- 821-834
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1963508308
- Cited by
- 275
- References
- 5
- FWCI
- 13.29
- Type
- journal article
- Language
- en
- Open access
- closed
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