Profiling Adult L2 Readers in English Bridge Programs: A Not-So-Simple View of L1 Effect
Author:
Funder
Language Learning Early Career Research Grant
Publisher
Springer Science and Business Media LLC
Subject
General Psychology,Linguistics and Language,Language and Linguistics,Experimental and Cognitive Psychology
Link
https://link.springer.com/content/pdf/10.1007/s10936-023-09955-2.pdf
Reference54 articles.
1. Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
2. Babayiğit, S. (2015). The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis. Reading and Writing, 28(4), 527–544. https://doi.org/10.1007/s11145-014-9536-x
3. Bonifacci, P., & Tobia, V. (2017). The simple view of reading in bilingual language-minority children acquiring a highly transparent second language. Scientific Studies of Reading, 21(2), 109–119. https://doi.org/10.1080/10888438.2016.1261869
4. Brown, T. L., & Haynes, M. (1985). Literacy background and reading development in a second language. New Directions for Child and Adolescent Development, 1985(27), 19–34. https://doi.org/10.1002/cd.23219852704
5. Cho, E., Capin, P., Roberts, G., Roberts, G. J., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology, 111(6), 982–1000. https://doi.org/10.1037/edu0000332
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