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Direct linkIbrahim Abdalla Asadi; Khaloob Kawar – Literacy Research and Instruction, 2024
The contribution of linguistic skills to reading has been reported in different languages; however, this contribution varies according to the specific features of each language. Arabic is characterized by diglossia, i.e. the existence of two distinct varieties: Spoken Arabic (SpA) and Standard Arabic (StA). This study examined the extent to which…
Descriptors: Reading Instruction, Arabic, Bilingualism, Standard Spoken Usage
Zhao, Aiping; Guo, Ying; Dinnesen, Megan Schneider – Reading and Writing: An Interdisciplinary Journal, 2022
This study examined the direct and indirect relations of foundational language skills (vocabulary, syntactic knowledge, and orthographic knowledge), higher-order cognitive skills (inference making and comprehension monitoring), and word reading to reading comprehension in Chinese. Consistent with the hierarchical relations specified in the Direct…
Descriptors: Language Skills, Vocabulary, Syntax, Written Language
Young-Suk Grace Kim; Alissa Wolters; Joong won Lee – Review of Educational Research, 2024
We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…
Descriptors: Reading Writing Relationship, Reading Comprehension, Spelling, Age Differences
Alissa Wolters; Young-Suk Kim – Grantee Submission, 2024
Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…
Descriptors: Written Language, Spanish, English (Second Language), Second Language Learning
Alissa Patricia Wolters; Young-Suk Grace Kim – Journal of Speech, Language, and Hearing Research, 2024
Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…
Descriptors: Achievement Tests, Written Language, Spanish, English (Second Language)
Download full textYoung-Suk Grace Kim; Alissa Wolters; Joong won Lee – Grantee Submission, 2023
We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…
Descriptors: Reading Writing Relationship, Reading Comprehension, Spelling, Age Differences
Harrison, Gina L. – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…
Descriptors: Error Analysis (Language), Scoring, Spelling, Oral Language
Prior, Anat; Zeltsman-Kulick, Rita; Katzir, Tami – Journal of Research in Reading, 2020
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th…
Descriptors: Word Recognition, Reading Processes, Elementary School Students, Language Proficiency
Meier, Daniel R. – Young Children, 2013
Writing and literacy development are crucial for the academic and social success of new language learners in the primary grades. Over the last 25 years, several terms have been used to describe the talents and needs of children learning new languages in early childhood settings. The term that the author prefers, and which he uses in this article,…
Descriptors: Literacy, Writing Skills, Written Language, Syntax
