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Journal Abstract Search

151 related items for PubMed ID: 33041372

  • 1. Phonological Awareness Trajectories: Young Spanish-English and Cantonese-English Bilinguals.
    Uchikoshi Y.
    Lang Learn; 2019 Dec; 69(4):802-838. PubMed ID: 33041372
    [Abstract] [Full Text] [Related]

  • 2. Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years.
    Giguere D, Tulloch MK, Core C, Hoff E.
    J Exp Child Psychol; 2024 Oct; 246():105993. PubMed ID: 38945070
    [Abstract] [Full Text] [Related]

  • 3. Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learner.
    Uchikoshi Y, Yang L, Liu S.
    Read Writ; 2018 Feb; 31(2):381-404. PubMed ID: 30600324
    [Abstract] [Full Text] [Related]

  • 4. Should bilingual children learn reading in two languages at the same time or in sequence?
    Berens MS, Kovelman I, Petitto LA.
    Biling Res J; 2013 Apr 01; 36(1):35-60. PubMed ID: 23794952
    [Abstract] [Full Text] [Related]

  • 5. From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness.
    Choi W, Tong X, Deacon H.
    J Speech Lang Hear Res; 2019 Jun 19; 62(6):1875-1889. PubMed ID: 31095440
    [Abstract] [Full Text] [Related]

  • 6. Predicting bilingual Spanish-English children's phonological awareness abilities from their preschool English and Spanish oral language.
    Scarpino SE, Lawrence FR, Davison MD, Hammer CS.
    J Res Read; 2011 Feb 01; 34(1):77-93. PubMed ID: 23258945
    [Abstract] [Full Text] [Related]

  • 7. Tone matters for Cantonese-English bilingual children's English word reading development: A unified model of phonological transfer.
    Tong X, He X, Deacon SH.
    Mem Cognit; 2017 Feb 01; 45(2):320-333. PubMed ID: 27739039
    [Abstract] [Full Text] [Related]

  • 8. Phonological awareness skills in the two languages of Mandarin-English bilingual children.
    Marinova-Todd SH, Zhao J, Bernhardt M.
    Clin Linguist Phon; 2010 Jan 01; 24(4-5):387-400. PubMed ID: 20345266
    [Abstract] [Full Text] [Related]

  • 9. Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English.
    Hsu LS, Ip KI, Arredondo MM, Tardif T, Kovelman I.
    Int J Biling Educ Biling; 2019 Jan 01; 22(2):207-223. PubMed ID: 30713464
    [Abstract] [Full Text] [Related]

  • 10. The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction.
    Cárdenas-Hagan E, Carlson CD, Pollard-Durodola SD.
    Lang Speech Hear Serv Sch; 2007 Jul 01; 38(3):249-59. PubMed ID: 17625051
    [Abstract] [Full Text] [Related]

  • 11. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.
    Páez M, Rinaldi C.
    Top Lang Disord; 2006 Oct 01; 26(4):338-350. PubMed ID: 20396623
    [Abstract] [Full Text] [Related]

  • 12. The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the US.
    van der Velde Kremin L, Arredondo MM, Hsu LSJ, Satterfield T, Kovelman I.
    Int J Biling Educ Biling; 2019 Oct 01; 22(2):192-206. PubMed ID: 30713463
    [Abstract] [Full Text] [Related]

  • 13. Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development.
    Jasińska KK, Petitto LA.
    Child Dev; 2018 Jan 01; 89(1):310-331. PubMed ID: 28169419
    [Abstract] [Full Text] [Related]

  • 14. Age of first bilingual language exposure as a new window into bilingual reading development.
    Kovelman I, Baker SA, Petitto LA.
    Biling (Camb Engl); 2008 Jul 01; 11(2):203-223. PubMed ID: 19823598
    [Abstract] [Full Text] [Related]

  • 15. Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners.
    Ruiz-Felter R, Cooperson SJ, Bedore LM, Peña ED.
    Int J Lang Commun Disord; 2016 Jul 01; 51(4):368-83. PubMed ID: 26952160
    [Abstract] [Full Text] [Related]

  • 16. Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study.
    Deng Q, Tong SX.
    Ann Dyslexia; 2021 Apr 01; 71(1):150-169. PubMed ID: 33506377
    [Abstract] [Full Text] [Related]

  • 17. Assessing the Phonological Skills of Bilingual Children From Preschool Through Kindergarten: Developmental Progression and Cross-Language Transfer.
    López LM.
    J Res Child Educ; 2012 Apr 01; 26(4):371-391. PubMed ID: 33041416
    [Abstract] [Full Text] [Related]

  • 18. Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals.
    Marks RA, Sun X, López EM, Nickerson N, Hernandez I, Caruso V, Satterfield T, Kovelman I.
    Int J Biling Educ Biling; 2022 Apr 01; 25(10):3907-3923. PubMed ID: 36714684
    [Abstract] [Full Text] [Related]

  • 19. Invented spelling in English and pinyin in multilingual L1 and L2 Cantonese Chinese speaking children in Hong Kong.
    Zhou Y, McBride C.
    Front Psychol; 2022 Apr 01; 13():1039461. PubMed ID: 36743619
    [Abstract] [Full Text] [Related]

  • 20. Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade.
    Rinaldi C, Páez M.
    Learn Disabil; 2008 Mar 01; 6(1):71-84. PubMed ID: 21720567
    [Abstract] [Full Text] [Related]

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