Acquiring Literacy in English:
Crosslinguistic, Intralinguistic, and Developmental Factors
Resulting Publications
Subproject 1: Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children
Subproject 2: Transfer of Reading Skills in Bilingual Children
Subproject 3: Spelling as an Indicator of English Literacy Development
1. Early Childhood Study of Language and Literacy Development
of Spanish-Speaking Children
Resulting Publications
López, L. M. (2005). A look into the homes of Spanish-speaking preschool children. In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press.
López, L. M., & Miccio, A. W. (2003). Phonological acquisition of English and Spanish in bilingual preschool children. In M. J. Solé, D. Recasens, & J. Romero, Proceedings of the 15th International Congress of Phonetic Sciences, pp. 1553-1556. Barcelona: Universitat Autonoma de Barcelona.
Miccio, A., Tabors, P., Páez, M., Hammer, C., & Wagstaff, D. (2005). Vocabulary development in Spanish-speaking Head Start children of Puerto Rican descent. In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press.
Páez, M., & Rinaldi, C. (2006). Predicting English word reading skills for Spanish-speaking students in
first grade. Topics in Language Disorders, 26(4), 338-350. Abstract retrieved May 31, 2007,
from http://www.topicsinlanguagedisorders.com/pt/re/tld/abstract.00011363-200610000-
00006.htm;jsessionid=GCnCv3M1N4KJ1Cp25M3PtYxYGvm2jwthb8z3n41gvpLRKdK1L9
wg!-377544086!-949856144!8091!-1
Páez, M., Tabors, P. O., & López, L. M. (2007). Dual language and literacy development of Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28(2), 85-102.
Rinaldi, C. & Páez, M. (2008). Preschool matters: Predicting reading difficulties for Spanish-speaking students in first grade. Learning Disabilities: A Contemporary Journal, 6(1), 71-84.
Snow, C. E., & Páez, M. (2004). The Head Start classroom as an oral language environment: What should the performance standards be? In E. Zigler & S. Styfco (Eds.), The Head Start debates, pp. 113-128.Baltimore, MD: Brookes Publishing.
Tabors, P. O., Páez, M. M., & López, L. M. (2003). Dual language abilities of bilingual four-year olds: Initial findings from the Early Childhood Study of Language and Literacy Development of Spanish- Speaking Children. NABE Journal of Research and Practice, 1, 70-91. Retrieved May 31, 2007, from http://www.uc.edu/njrp/
Uccelli, P., & Páez, M. (2007). Narrative and vocabulary development of bilingual children from
kindergarten to first grade: Developmental changes and associations among English and Spanish Skills. Language, Speech, and Hearing Services in Schools, 38(3), 225-236. Abstract retrieved
August 31, 2007, from http://lshss.asha.org/cgi/content/abstract/38/3/225
2. Transfer of Reading Skills in Bilingual Children
Resulting Publications
August, D., Carlo, M. S., Calderón, M., & Nuttall, M. (2006). Developing literacy in English-language learners: An examination of the impact of English-only versus bilingual instruction. In P. McCardle & E. Hoff (Eds.), Childhood bilingualism: Research on infancy through school age. Clevedon, England: Multilingual Matters.
August, D., Carlo, M., Calderón, M., & Proctor, P. (2005). Development of literacy in Spanish-speaking English-language learners: Findings from a longitudinal study of elementary school children. Perspectives, 31(2), 17-19.
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). Accelerating English academic vocabulary: An intervention design for Spanish literate children acquiring English as a second language.
Learning Disabilities Research and Practice 20(1), 50-57. Abstract retrieved August 31, 2007
from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1540-
5826.2005.00120.x?cookieSet=1&journalCode=ldrp
August, D., Carlo, M., Dressler, C., & Snow, C. (in press). Avoiding the misidentification of English language learners as learning disabled: The development of vocabulary. Learning Disabilities Research and Practice.
August, D., Carlo, M., Lively, T., McLaughlin, B., & Snow, C. (2006). Promoting the vocabulary growth of English learners. In T. Young & N. Hadaway (Eds.), Supporting the literacy development of English learners. Newark, DE: International Reading Association.
August, D., Francis, D. J., Hsu, H.-Y. A., & Snow, C. E. (2006). Assessing reading comprehension in bilinguals. In R. Gersten (Ed.), Instructional research on English learners. Special issue of Elementary School Journal, 107(2), 221-238.
August, D., Goldenberg, C., & Rueda, R. (2006). Native American children and youth: Culture, language, and literacy. Journal of American Indian Education, 45(3), 24-37.
August, D. Snow, C., Carlo, M. Proctor, P., San Francisco, A., Duursma, E., & Szuber, A. (2006). Literacy development in elementary school second language learners. Topics in Language Disorders 26(4), 351-364. Abstract retrieved August 31, 2007 from http://www.topicsinlanguagedisorders.com/pt/re/tld/abstract.00011363-200610000-
00007.htm;jsessionid=GC8Pm0P8rfddBylh7LrkKPPFdg0WpbfP4M0GbC1JmLPZ2dLS2JvG!-
377544086!-949856144!8091!-1
Branum-Martin, L., Mehta, P. D., Fletcher, J. M., Carlson, C. D., Ortiz, A., Carlo, M. S., & Francis, D. J. (2006). Bilingual phonological awareness: Multilevel construct validation among Spanish- speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology, 98(1), 170-181. Abstract retrieved August 31, 2007 from http://www.sciencedirect.com/science?ob=ArticleURL&udi=B6WYD-4JH1NN1- G&user=10&coverDate=02%2F28%2F2006&rdoc=1&fmt=summary&orig=browse &sort=d&view=c&acct=C000050221&version=1&urlVersion=0&userid=10&md5= 1d665fb8a9001e00b3165cc46997001b
Calderón, M., August, D., Slavin, R., Durán, D., Madden, N., & Cheung, A. (2005). Bringing words to life in classrooms with English language learners. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Carlo, M. S. (2006). Best practices for literacy instruction for English-language learners. In L. B. Gambrell, L. Mandel-Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed.). New York: Guilford Press.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., Lively, T. J., & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-206. Abstract retrieved August 31, 2007 from http://www.reading.org/publications/journals/ rrq/v39/i2/abstracts/RRQ-39-2-Carlo.html
Carlo, M. S., August, D., & Snow. C. (2005). Sustained vocabulary-learning strategy instruction for English-language learners. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp 137-154). Mahwah, NJ: Lawrence Erlbaum Associates.
Duursma, E., Romero-Contreras, S., Szúber, A., Proctor, C. P., Snow, C., August, D., & Calderón, M. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28, 171-190. Abstract retrieved August 31, 2007 from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=642992&fulltext Type=RA&fileId=S0142716407070099
Francis, D., Snow, C., August, D., Carlson, C., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the Diagnostic Assessment of Reading Comprehension. Scientific Studies of Reading 10(3), 301-322. Abstract retrieved August 31, 2007 from http://www.leaonline.com/doi/abs/10.1207/s1532799xssr1003_6?journalCode=ssr
Malabonga, V., Kenyon, D., Carlo, M., August, D., & Louguit, M. (2008, October).
Development
of a cognate awareness measure for Spanish-speaking English language learners. Language
Testing.
Proctor, C. P., Carlo, M., August, D, & Snow, C. (2005). Native Spanish-speaking children reading in English: Towards a model of comprehension. Journal of Educational Psychology, 97(2), 246-56. Abstract retrieved August 31, 2007 from http://content.apa.org/journals/edu/97/2/246
Proctor, C. P., Carlo, M., August, D., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159-69. Abstract retrieved August 31, 2007 from http://content.apa.org/journals/edu/98/1/159
Proctor, P., & Mo, E. (in press). The relationship between cognate awareness and English comprehension among Spanish-English bilingual fourth grade students. TESOL Quarterly.
San Francisco, A. R., Carlo, M., August, D., & Snow, C. (2006). The role of language of literacy instruction and vocabulary in the English phonological awareness of Spanish-English bilingual children. Applied Psycholinguistics, 27, 229-246. Abstract retrieved May 31, 2007, from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=409454
San Francisco, A. R., Mo, E., Carlo, M., August, D., & Snow, C. (2006). The influences of language of literacy instruction and vocabulary on the spelling of Spanish-English bilinguals. Reading and Writing
19(6), 627-642. Abstract retrieved May 31, 2007, from http://www.springerlink.com/content/45u2mw08w0948600/
?p=693b0a7fd04a4b8eb33fa3d37b9c999e&pi=1
Snow, C. E., & Kang, J. Y. (2006). Becoming bilingual, biliterate, and bicultural. In A. Renninger & I. Sigel (Eds.), Handbook of child psychology, Volume 4, Child psychology in practice (pp. 75-102). Hoboken, NJ: John Wiley & Sons.
Snow, C. E., & Kim, Y.-S. (2006). Large problem spaces: The challenge of vocabulary for English-language learners. In R. K. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary acquisition and its implications for reading comprehension. New York: Guilford Press.
3. Spelling as an Indicator of English Literacy
Development
Resulting Publications
Arteagoitia, I., Howard, E., Louguit, M., Malabonga, V., & Kenyon, D. (2005). The Spanish Developmental Contrastive Spelling Test: An instrument for investigating intralinguistic and crosslinguistic influences on Spanish spelling development. Bilingual Research Journal, 29(3), 541-560. Retrieved May 16, 2007, from http://brj.asu.edu/content/vol29_no3/art3.pdf
Howard, E., Arteagoitia, I., Louguit, M., Malabonga, V., & Kenyon, D. (2006). The English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly, 40(2), 399-420. Abstract retrieved May 16, 2007, from http://www.ingentaconnect.com/content/tesol/tq/2006/00000040/00000002/art00006
Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems, Inc.
Lindholm-Leary, K., & Howard, E. R. (2008). Language development and academic achievement in two-way immersion programs. In T. Fortune & D. Tedick (Eds.), Pathways to multilingualism. Clevedon, England: Multilingual Matters.
Research and Assessment Core
Resulting Publications
Arteagoitia, I., Howard, E., Louguit, M., Malabonga, V., & Kenyon, D. (2005). The Spanish Developmental Contrastive Spelling Test: An instrument for investigating intralinguistic and crosslinguistic influences on Spanish spelling development. Bilingual Research Journal, 29(3), 541-560. Retrieved May 31, 2007, from http://brj.asu.edu/content/vol29_no3/art3.pdf
Howard, E., Arteagoitia, I., Louguit, M., Malabonga, V., & Kenyon, D. (2006). The English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly: 40(2), 399-420. Retrieved May 31, 2007, from http://www.ingentaconnect.com/content/tesol/tq/2006/00000040/00000002/art00006
Malabonga, V., Kenyon, D., Carlo, M., August, D., & Louguit, M. (2008, October). Development of a cognate awareness measure for Spanish-speaking English language learners. Language Testing.