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International Journal of Bilingual Education and Bilingualism Volume 22, 2019 - Issue 2
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The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US

Lena V. KreminDepartment of Psychology, University of Michigan, Ann Arbor, MI, USAView further author information
,
Maria M. ArredondoDepartment of Psychology, University of Michigan, Ann Arbor, MI, USAORCID Iconhttp://orcid.org/0000-0001-8343-299XView further author information
ORCID Icon,
Lucy Shih-Ju HsuDepartment of Psychology, University of Hong Kong, Pokfulam, Hong KongView further author information
,
Teresa SatterfieldDepartment of Romance Languages and Literatures, Center for the Study of Complex Systems, Ann Arbor, MI, USA;En Nuestra Lengua Literacy and Culture Project, Center for Human Growth and Development, University of Michigan, Ann Arbor, MI, USAView further author information
&
Ioulia KovelmanDepartment of Psychology, University of Michigan, Ann Arbor, MI, USA;En Nuestra Lengua Literacy and Culture Project, Center for Human Growth and Development, University of Michigan, Ann Arbor, MI, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-4287-6986View further author information
ORCID Icon
Pages 192-206 | Received 30 Mar 2016, Accepted 13 Sep 2016, Published online: 07 Oct 2016

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Rebecca A. Marks, Xin Sun, Eva McAlister López, Nia Nickerson, Isabel Hernandez, Valeria C. Caruso, Teresa Satterfield & Ioulia Kovelman. (2022) Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals. International Journal of Bilingual Education and Bilingualism 25:10, pages 3907-3923.
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Lucy Shih-Ju Hsu, Ka I. Ip, Maria M. Arredondo, Twila Tardif & Ioulia Kovelman. (2019) Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism 22:2, pages 207-223.
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Haomin Zhang, Xing Zhang, Chichi Wang, Jie Sun & Zhenxia Pei. (2022) Word Knowledge in L2 Chinese Lexical Inference: A Moderated Path Analysis of Language Proficiency Level and Heritage Status. Frontiers in Psychology 13.
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Xin Sun, Kehui Zhang, Rebecca A. Marks, Nia Nickerson, Rachel L. Eggleston, Chi‐Lin Yu, Tai‐Li Chou, Twila Tardif & Ioulia Kovelman. (2021) What’s in a word? Cross‐linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development. Child Development 93:1, pages 84-100.
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Maria Vender, Mirta Vernice & Antonella Sorace. (2021) Supporting Bilingualism in Vulnerable Populations. Sustainability 13:24, pages 13830.
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Claudia Maria Riehl. (2021) The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers. Languages 6:2, pages 94.
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Edith Brignoni-Perez, Nasheed I. Jamal & Guinevere F. Eden. (2020) An fMRI study of English and Spanish word reading in bilingual adults. Brain and Language 202, pages 104725.
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