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  E-mail Message: I thought you might be interested in this item at http://www.worldcat.org/oclc/425164552 Title: Predictors of Reading and Spelling Abilities in First- and Second-Language Learners Publisher: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications ISBN/ISSN: 0022-0663 OCLC:425164552

  
  

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Predictors of Reading and Spelling Abilities in First- and Second-Language Learners

Author:	Wilma Jongejan; Ludo Verhoeven; Linda S Siegel
Publisher:	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Edition/Format:	Article : English
Publication:	Journal of Educational Psychology, v99 n4 p835-851 Nov 2007
Database:	ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases:	British Library Serials; ArticleFirst
Summary:	This study examined the basic literacy skills and related processes of 1st- through 4th-grade children speaking English as a 1st language (L1) and English as a 2nd language (ESL). The performances of the L1 and ESL children on phonological awareness, word and pseudoword reading, and word and pseudoword spelling tasks were highly similar. The ESL children were at an advantage with regard to lexical access but performed more poorly on verbal working memory and syntactic awareness tasks. The results suggest that the main processes underlying L1 children's basic reading ability in Grades 1 and 2, namely phonological awareness and lexical access, are of equal importance for ESL children. Phonological awareness remained the strongest predictor of word reading ability for L1 and ESL children in Grades 3 and 4. However, the processes involved in L1 and ESL word reading and spelling appeared to vary at other points. Verbal working memory and syntactic awareness were found to be of importance for the word reading and spelling abilities of L1 children but not for ESL children. Lexical access was found to be of more importance for ESL children.  Read more...
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