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Reading Efficiency in Native English-Speaking and English-as-a-Second-Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes
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Geva, Esther; Yaghoub Zadeh, Zohreh – Scientific Studies of Reading, 2006
The research examined the extent to which (a) Grade 2 English-as-a-second-language (ESL) and English-as-a-first-language (EL1) children resemble each other on word and text reading efficiency and (b) whether individual differences in word and text reading efficiency in the two language groups can be understood in terms of similar underlying…
Descriptors: Grade 2, Reading Skills, Language Proficiency, Oral Language
The Development of Basic Reading Skills in Children: A Cross-Language Perspective.
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Geva, Esther; Wang, Min – Annual Review of Applied Linguistics, 2001
Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…
Descriptors: Contrastive Linguistics, Morphology (Languages), Phonology, Reading Processes
Development of Reading Efficiency in First and Second Language.
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Geva, Esther; And Others – Scientific Studies of Reading, 1997
Studies the development of accurate and fast reading processes in 66 children learning to read simultaneously in English and Hebrew. Finds that steps associated with development of English reading efficiency apply to the development of word recognition skills in Hebrew, and specific linguistic features may interact with more global Hebrew…
Descriptors: English, Hebrew, Language Research, Longitudinal Studies
The Concurrent Development of Spelling and Decoding in Two Different Orthographies.
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Geva, Esther; And Others – Journal of Reading Behavior, 1993
Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages…
Descriptors: Beginning Reading, Bilingual Education, Bilingual Students, Decoding (Reading)