Cover not available

In:Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 183–197

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

The influence of first language on learning English as an additional language

 | University of British Columbia
 | Haifa University
Published online: 21 December 2017
DOI logo with link
https://doi.org/10.1075/z.206.12sie
Article outline
  • 1.Introduction
    • 1.1Terminology
    • 1.2The Canadian context
    • 1.3Heritage language
    • 1.4First language influences on additional language learning
  • 2.Investigating the relation between first and second languages
    • 2.1Description of the sample
    • 2.2Oral language skills
    • 2.3Grade 1
    • 2.4Grade 2
    • 2.5Grade 3
    • 2.6Memory
    • 2.7Memory for Words
    • 2.8Working Memory for Numbers
    • 2.9English vs. Chinese vs. Slavic languages
    • 2.10Grade 6
  • 3.Interventions to improve literacy
  • 4.Conclusion and implications
  • References
References (28)
References
Abu Rabia, S., & Siegel, L. S. (2002). Reading, syntactic, orthographic and working memory skills of bilingual Arabic-English speaking children. Journal of Psycholinguistic Research, 31, 661–678. Google Scholar logo with link to Google Scholar
Canadian Council on Learning. (2008). Lessons in learning: Understanding the academic trajectories of English as a second language (ESL) students. Ottawa, ON: Canadian Council on Learning.Google Scholar logo with link to Google Scholar
Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20–28. Google Scholar logo with link to Google Scholar
. (2006). The development of reading for Canadian children from diverse linguistic backgrounds: A longitudinal study. Elementary School Journal, 107, 135–152. Google Scholar logo with link to Google Scholar
Da Fontoura, H. A., & Siegel, L. S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing: An Interdisciplinary Journal, 7, 139–153. Google Scholar logo with link to Google Scholar
D’Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English and Italian in bilingual children. Applied Psycholinguistics, 22, 479–507.Google Scholar logo with link to Google Scholar
Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. DevelopmentalPsychology, 25, 1005–1019.Google Scholar logo with link to Google Scholar
Lesaux, N. K., Lipka, O., & Siegel, L. S. (2006). Investigating cognitive and linguistic abilities that Influence the reading comprehension skills of children from diverse linguistic backgrounds. Reading & Writing: An Interdisciplinary Journal, 19, 99–131. Google Scholar logo with link to Google Scholar
Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821–834. Google Scholar logo with link to Google Scholar
Lipka, O., Siegel, L. S., & Vukovic, R. K. (2005). The literacy skills of English Language learners in Lessons from research. Learning Disabilities Research and Practice, 20, 39–49. Google Scholar logo with link to Google Scholar
Lipka, O., Lesaux, N. K., & Siegel, L. S. (2006). Retrospective analyses of the reading development of a group of grade 4 disabled readers: Risk status and profiles over 5 years. Journal of Learning Disabilities, 39, 364–378. Google Scholar logo with link to Google Scholar
Lipka, O., & Siegel, L. S. (2007). The development of reading skills in children with English as a second language. Scientific Studies of Reading, 11, 105–131. Google Scholar logo with link to Google Scholar
. (2010). The improvement of reading skills of L1 and ESL children using a Response to Intervention (RTI) Model. Psicothema, 22, 963–969.Google Scholar logo with link to Google Scholar
Marinova-Todd, S., Siegel, L. S., & Mazabel, S. (2013). The association between morphological awareness and literacy in English Language Learners from diverse language backgrounds. Topics in Language Disorders, 33, 93–107. Google Scholar logo with link to Google Scholar
North Vancouver School District No. 44. (2001). Firm foundations: Early literacy teaching and training. North Vancouver, British Columbia, Canada: North Vancouver School District No. 44.Google Scholar logo with link to Google Scholar
. (2004). Reading 44 North Vancouver School District: A core reading framework. North Vancouver, British Columbia, Canada: North Vancouver School District No. 44.Google Scholar logo with link to Google Scholar
Partanen, M., & Siegel, L. S. (2014). Long-term outcome of the early identification and intervention of reading disabilities. Reading and Writing, 27(4), 665–684. Google Scholar logo with link to Google Scholar
Rosner, J., & Simon, D. (1971). The auditory analysis test: An initial report. Journal of Learning Disabilities, 4, 40–48. Google Scholar logo with link to Google Scholar
Siegel, L. S. (1993). The development of reading. Advances in Child Development and Behavior, 24, 63–97. Google Scholar logo with link to Google Scholar
. (2008). Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders, 28(1), 15–27. Google Scholar logo with link to Google Scholar
. (2009). Introduction to the special issue. Reading and Writing: An Interdisciplinary Journal, 22, 753–754. Google Scholar logo with link to Google Scholar
Siegel, L.S. (2011). Reducing reading difficulties in English L1 and L2: Early Identification and Intervention. In P. McCardle, B. Miller, J. R. Lee, & O. J. L. Tzeng (Eds.), Dyslexia Across Languages: Orthography and the Brian-Gene-Behavior Link (pp. 294–304). Baltimore, MD: Paul H. Brookes Publishing.Google Scholar logo with link to Google Scholar
Siegel, L. S., & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological and short-term memory skills in normally achieving and subtypes of learning disabled children. Developmental Psychology, 24, 28–37. Google Scholar logo with link to Google Scholar
. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973–980. Google Scholar logo with link to Google Scholar
Statistics Canada. (2011). Census of Population advisory: Language.Google Scholar logo with link to Google Scholar
Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Technical Manual: Stanford Binet Intelligence Scale (4th ed.). Chicago: Riverside.Google Scholar logo with link to Google Scholar
Wilkinson, G. S. (1993). The wide range achievement Test-3. Wilmington, DE: Jastak Associates.Google Scholar logo with link to Google Scholar
Woodcock, R. W. (1987). Woodcock reading mastery test-revised. Circle Pines, MN: American Guidance Services.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue