Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds

References

• Alderson, J. C. 1984. “Reading in a Foreign Language: A Reading Problem or a Language Problem?” In Reading in a Foreign Language, edited by J. C. Alderson, and A. H. Urquhart, 1–27. London: Longman.
   Google Scholar
• Alwin, D. F., and R. M. Hauser. 1975. “The Decomposition of Effects in Path Analysis.” American Sociological Review 40 (1): 37–47.
   Web of Science ®Google Scholar
• Barkaoui, K. 2019. “Examining Sources of Variability in Repeaters’ L2 Writing Scores: The Case of the PTE Academic Writing Section.” Language Testing 36 (1): 3–25.
   Web of Science ®Google Scholar
• Boomsma, A. 1982. “The Robustness of LISREL Against Small Sample Sizes in Factor Analysis Models.” In Systems under Indirect Observation: Causality, Structure, Prediction. edited by K. G. Joreskorg and H. Wold, 149–173. Amsterdam: North-Holland.
   Google Scholar
• Carson, J. E., P. L. Carrell, S. Silberstein, B. Kroll, and P. Kuehn. 1990. “Reading-writing Relationships in First and Second Language.” TESOL Quarterly 24 (2): 245–266.
   Web of Science ®Google Scholar
• Cummins, J. 1979. “Linguistic Interdependence and the Educational Development of Bilingual Children.” Review of Educational Research 49 (2): 222–251.
   Web of Science ®Google Scholar
• DeKeyser, R. 2000. “The Robustness of Critical Period Effects in Second Language Acquisition.” Studies in Second Language Acquisition 22: 499–533.
   Google Scholar
• Dewey, M. 2007. “English as a Lingua Franca and Globalization: An Interconnected Perspective.” International Journal of Applied Linguistics 17 (3): 332–354.
   Google Scholar
• Fitzgerald, J., and T. Shanahan. 2000. “Reading and Writing Relations and Their Development.” Educational Psychologist 35 (1): 39–50.
   Web of Science ®Google Scholar
• Grabe, W., and F. L. Stoller. 2011. Teaching and Researching Reading. 2nd ed. New York, NY: Routledge.
   Google Scholar
• Hayes, A. F. 2013. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. New York: The Guilford Press.
   Google Scholar
• Hayes, J. R., and V. W. Berninger. 2014. “Cognitive Processes in Writing: A Framework.” In Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems, edited by B. Arfe, J. Dockrell, and V. W. Berninger, 3–15. Oxford, UK: Oxford University Press.
   Google Scholar
• Hornberger, N. H. 1990. “Creating Successful Learning Contexts for Bilingual Literacy.” Teachers College Record 92 (2): 212–229.
   Web of Science ®Google Scholar
• Hornberger, N. H., and H. Link. 2012. “Translanguaging and Transnational Literacies in Multilingual Classrooms: A Biliteracy Lens.” International Journal of Bilingual Education and Bilingualism 15 (3): 261–278.
   Web of Science ®Google Scholar
• Hu, L, and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives.” Structural Equation Modeling 6 (1): 1–55.
   Web of Science ®Google Scholar
• Hulstijn, J. 2015. Language Proficiency in Native and non-Native Speakers: Theory and Research. Amsterdam, Netherlands: John Benjamins.
   Google Scholar
• Jeon, E. H., and J. Yamashita. 2014. “L2 Reading Comprehension and Its Correlates: A Meta-Analysis.” Language Learning 64 (1): 160–212.
   Web of Science ®Google Scholar
• Kim, M., and D. Belcher. 2018. “Building Second Language Writers’ Genre Knowledge during Study Abroad in Higher Education.” Journal of English for Academic Purposes 35: 56–69.
   Web of Science ®Google Scholar
• Kline, R. B. 2015. “The Mediation Myth.” Basic and Applied Social Psychology 37 (4): 202–213.
   Web of Science ®Google Scholar
• Knoch, U., A. Rouhshad, and N. Storch. 2014. “Does the Writing of Undergraduate ESL Students Develop After One Year of Study in an English-Medium University?” Assessing Writing 21: 1–17.
   Web of Science ®Google Scholar
• Koda, K. 2007. “Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development.” Language Learning 57 (Suppl. 1): 1–44.
   Google Scholar
• Landis, J. R., and G. G. Koch. 1977. “The Measurement of Observer Agreement for Categorical Data.” Biometrics 33 (1): 59–174.
   Web of Science ®Google Scholar
• Larson-Hall, J. 2008. “Weighing the Benefits of Studying a Foreign Language at a Younger Starting age in a Minimal Input Situation.” Second Language Research 24: 35–63.
   Web of Science ®Google Scholar
• Lee, J., and D. Schallert. 1997. “The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context.” TESOL Quarterly 31 (4): 713–739.
   Web of Science ®Google Scholar
• Lee, J., and D. Schallert. 2016. “Exploring the Reading–Writing Connection: A Yearlong Classroom-Based Experimental Study of Middle School Students Developing Literacy in a New Language.” Reading Research Quarterly 51 (2): 143–164.
   Web of Science ®Google Scholar
• Lu, Y. 2010. “Cognitive Factors Contributing to Chinese EFL Learners' L2 Writing Performance in Timed Essay Writing.” Doctoral Dissertation, Georgia State University, USA. https://scholarworks.gsu.edu/alesl_diss/13.
   Google Scholar
• MacGinitie, W. H., R. K. MacGinitie, K. Maria, L. G. Dreyer, and K. E. Hughes. 2000. Gates-MacGinitie Reading Test. 4th ed. Itasca, IL: Riverside Publishing Company.
   Google Scholar
• May, S. 2014. The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. New York: Routledge.
   Google Scholar
• McLean, S., and B. Kramer. 2015. “The Creation of a New Vocabulary Levels Test.” Shiken 19 (2): 1–11.
   Google Scholar
• Muñoz, C. 2008. “Symmetries and Asymmetries of age Effects in Naturalistic and Instructed L2 Learning.” Applied Linguistics 29: 578–596.
   Web of Science ®Google Scholar
• Muñoz, C. 2014. “Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners.” Applied Linguistics 35: 463–482.
   Web of Science ®Google Scholar
• Nation, I. S. P. 2012. The BNC/COCA Word Family Lists. Accessed September, 17, 2012. http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/Information-on-the-BNC_COCA-word-family-lists.pdf.
   Google Scholar
• Nesi, H., and S. Gardner. 2012. Genres Across the Disciplines: Student Writing in Higher Education. Cambridge, UK: Cambridge University.
   Google Scholar
• Nunnally, J. C. 1967. Psychometric Theory. New York: McGraw-Hill Book Company.
   Google Scholar
• Pae, T. 2019. “A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing.” Reading Research Quarterly 54 (1): 109–124.
   Web of Science ®Google Scholar
• Park, J. S. 2009. The Local Construction of a Global Language: Ideologies of English in South Korea. Berlin & New York: Mouton de Gruyter.
   Google Scholar
• Perfetti, C. A., N. Landi, and J. Oakhill. 2005. “The Acquisition of Reading Comprehension skill.” In The Science of Reading: A Handbook, edited by M. J. Snowling and C. Hulme, 227–247. Oxford: Blackwell.
   Google Scholar
• R Core Team. 2016. R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing, https://www.R-project.org/.
   Google Scholar
• Reeve, C. L., E. D. Heggestad, and F. Lievens. 2009. “Modeling the Impact of Test Anxiety and Test Familiarity on the Criterion Related Validity of Cognitive Ability Tests.” Intelligence 37 (1): 34–41.
   Web of Science ®Google Scholar
• Rosseel, Y. 2012. “lavaan: An R Package for Structural Equation Modeling.” Journal of Statistical Software 48 (2): 1–36.
   Web of Science ®Google Scholar
• Saito, K., J. M. Dewaele, M. Abe, and Y. In’nami. 2018. “Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study.” Language Learning 68 (3): 709–743.
   Web of Science ®Google Scholar
• Satorra, A., and P. M. Bentler. 1994. “Corrections to Test Statistics and Standard Errors in Covariance Structure Analysis.” In Latent Variables Analysis: Applications for Developmental Research, edited by A. von Eye and C. C. Clogg, 399–419. Thousand Oaks: Sage.
   Google Scholar
• Sasaki, M. 2007. “Effects of Study-Abroad Experiences on EFL Writers: A Multiple-Data Analysis.” The Modern Language Journal 91 (4): 602–620.
   Web of Science ®Google Scholar
• Sasaki, M., and K. Hirose. 1996. “Explanatory Variables for EFL Students’ Expository Writing.” Language Learning 46 (1): 137–168.
   Web of Science ®Google Scholar
• Schoonen, R. 2019. “Are Reading and Writing Building on the Same Skills? The Relationship Between Reading and Writing in L1 and EFL.” Reading and Writing 32 (3): 511–535.
   Web of Science ®Google Scholar
• Schoonen, R., A. van Gelderen, K. de Glopper, J. Hulstijn, A. Simis, P. Snellings, and M. Stevenson. 2003. “First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge.” Language Learning 53 (1): 165–202.
   Web of Science ®Google Scholar
• Serrano, R., À. Llanes, and E. Tragant. 2016. “Examining L2 Development in Two Short-Term Intensive Programs for Teenagers: Study abroad vs. “at home”.” System 57: 43–54.
   Web of Science ®Google Scholar
• Stæhr, L. S. 2008. “Vocabulary Size and the Skills of Listening, Reading and Writing.” Language Learning Journal 36 (2): 139–152.
   Google Scholar
• Storch, N, and K. Hill. 2008. “What Happens to International Students’ English after One Semester at University?.” Australian Review of Applied Linguistics 31 (1): 4.1–4.17.
   Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2007. Using Multivariate Statistics. 5th ed. Needham Heights, MA: Allyn and Bacon.
   Google Scholar
• van Gelderen, A., R. Schoonen, K. de Glopper, J. Hulstijn, A. Simis, P. Snellings, and M. Stevenson. 2004. “Linguistic Knowledge, Processing Speed, and Metacognitive Knowledge in First- and Second-Language Reading Comprehension: A Componential Analysis.” Journal of Educational Psychology 96 (1): 19–30.
   Web of Science ®Google Scholar
• Van Weijen, D. 2009. Writing Processes, Text Quality, and Task Effects: Empirical Studies in First and Second Language Writing. Utrecht: LOT Dissertation Series.
   Google Scholar
• Wong, Y. K. 2018. “Exploring the Reading–Writing Relationship in Young Chinese Language Learners’ Sentence Writing.” Reading and Writing 31 (4): 945–964.
   Web of Science ®Google Scholar
• Yoo, H., V. F. Manna, L. F. Monfils, and H. J. Oh. 2019. “Measuring English Language Proficiency Across Subgroups: Using Score Equity Assessment to Evaluate Test Fairness.” Language Testing 36 (2): 289–309.
   Web of Science ®Google Scholar