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Direct linkGoodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria S.; August, Diane; Calderon, Margarita – Reading and Writing: An Interdisciplinary Journal, 2013
This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was…
Descriptors: Reading Processes, Grade 5, Spanish Speaking, English Language Learners
Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria; Malabonga, Valerie; Kenyon, Dorry; Louguit, Mohammed; August, Diane – Language Testing, 2012
This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure,…
Descriptors: Reading Comprehension, Speech Communication, Second Language Learning, Scoring
Malabonga, Valerie; Kenyon, Dorry M.; Carlo, Maria; August, Diane; Louguit, Mohammed – Language Testing, 2008
This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is…
Descriptors: Speech Communication, Second Language Learning, Grade 4, Grade 5
San Francisco, Andrea Rolla; Mo, Elaine; Carlo, Maria; August, Diane; Snow, Catherine – Reading and Writing: An Interdisciplinary Journal, 2006
The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a…
Descriptors: Literacy Education, Language of Instruction, Bilingual Education, Vocabulary
San Francisco, Andrea Rolla; Carlo, Maria; August, Diane; Snow, Catherine E. – Applied Psycholinguistics, 2006
This study explores influences on bilingual children's phonological awareness (PA) performance in English, examining the role of language of instruction and vocabulary. English monolingual and Spanish-English bilingual kindergartners and first graders receiving either English or Spanish literacy instruction were assessed in English PA and in…
Descriptors: Spanish, English, Bilingualism, Phonological Awareness
August, Diane; Snow, Catherine; Carlo, Maria; Proctor, C. Patrick; Rolla de San Francisco, Andrea; Duursma, Elisabeth; Szuber, Anna – Topics in Language Disorders, 2006
This article describes a series of studies that examine the development of literacy in elementary school Spanish-speaking second-language learners. Findings from the research that addresses our first question-regarding cross-language relationships-indicate that first-language reading skills are related to second-language reading skills, but that…
Descriptors: Vocabulary, Spelling, Reading Skills, Emergent Literacy
