169
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Monolingual and multilingual discrimination of written sequences' readability

Pages 108-127 | Received 11 Mar 2013, Accepted 21 Feb 2014, Published online: 27 Mar 2014

REFERENCES

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • An, R. (2000). Learning to read and write at home: The experience of Chinese families in Britain. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 71–90. Amsterdam: John Benjamins.
  • Bassetti, B. (2006). Learning second language writing systems. Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. Retrieved from http://www.llas.ac.uk/resources/gpg/2662
  • Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first-grade schooling on the development of phonological awareness. Psychological Science, 2, 271–274. doi:10.1111/j.1467-9280.1991.tb00148.x
  • Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
  • Bialystok, E. (1991). Letters, sounds, and symbols: Changes in children's understanding of written language. Applied Psycholinguistics, 12(1), 75–89. doi:10.1017/S0142716400009383
  • Bialystok, E. (1995). Making concepts of print symbolic: Understanding how writing represents language. First Language, 15, 317–338. doi:10.1177/014272379501504504
  • Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language learning, 57(1), 45–77. doi:10.1111/j.1467-9922.2007.00412.x
  • Bialystok, E., & Luk, G. (2007). The universality of symbolic representation for reading in Asian and alphabetic languages. Bilingualism: Language and Cognition, 10, 121–129. doi:10.1017/S136672890700288X
  • Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), 43–61. doi:10.1207/s1532799xssr0901_4
  • Brisk, M. E., & Harrington, M. M. (2000). Literacy and bilingualism: A handbook for all teachers. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Chan, L., & Louie, L. (1992). Developmental trend of Chinese preschool children in drawing and writing. Journal of Research in Childhood Education, 6(2), 93–99. doi:10.1080/02568549209594826
  • Clay, M. M. (1975). What did I write?. Auckland: Heinemann.
  • Clay, M. M. (2001). Change over time in children's literacy development. Portsmouth, NH: Heinemann
  • Collier, V. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617–641. doi:10.2307/3586986
  • Corcos, E., Kruk, D., & Willows, D. M. (1993). The role of visual processes in good and poor readers' utilization of orthographic information in letter strings. In S. Wright & R. Groner (Eds.), Studies in information processing: Facets of dyslexia and its remediation (pp. 95–106). Amsterdam: Elsevier North Holland
  • Coulmas, F. (1999). The Blackwell encyclopedia of writing systems. Oxford: Blackwell.
  • Cummins, J. (2000). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge: Cambridge University Press.
  • Datta, M. (2000). Bilinguality and literacy: Principles and practice. London: Continuum.
  • Durgunoğlu, A. Y. (1997). Bilingual reading: Its components, development, and other issues. In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 255–276). Mahwah, NJ: Erlbaum.
  • Dyson, A.H. (1983). The role of oral language in early writing. Research in the Teaching of English, 17, 1–30.
  • Dyson, A. H. (1999). Writing (Dallas) cowboys: A dialogic perspective on the ‘what did i write?’ question. In J. S. Gaffney & B. J. Askew (Eds.), Stirring the waters: The influence of Marie Clay (pp. 113–25). Portsmouth, NH: Heinemann.
  • Ferreiro, E. (1983). The development of literacy: A complex psychological problem. In F. Coulmas & K. Ehlich (Eds.), Writing in focus (pp. 277–290). Berlin: Mouton.
  • Ferreiro, E. (1984). The underlying logic of literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 154–73). Exeter, NH: Heinemann.
  • Ferreiro, E. (1990). Literacy development: Psychogenesis. In Y. Goodman (Ed.), How children construct literacy: Piagetian perspectives (pp. 12–25). Newark, DE: International Reading Association.
  • Ferreiro, E. (2003). Past and present of the verbs to read and to write. Berkeley, CA: Publishers Group West.
  • Ferreiro, E., & Teberosky, A. (1979). Los sistema de escritura en el desarrollo de1 nino. Mexico: Siglo Veintiuno Editores. English translation: Literacy before schooling. Heinemann, 1982.
  • Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Exeter, NH: Heinemann.
  • Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2(1), 31–54. doi:10.1207/s1532799xssr0201_2
  • Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed.). London: Routledge.
  • Genesee, F. (2001). Portrait of the bilingual child. In V. Cook (Ed.), Portraits of the second language user (pp. 170–96). Clevedon: Multilingual Matters.
  • Gibson, E. J. (1970). The ontogeny of reading. American Psychologist, 25(2), 136–143. doi:10.1037/h0029419
  • Gibson, E., & Levin, E. (1975). The psychology of reading. Cambridge, MA: M.I.T. Press.
  • Goodman, Y. M. (1990). How children construct literacy: Piagetian perspectives. Newark, DE: International Reading Association.
  • Goswami, U. (1999). The relationship between phonological awareness and orthographic representation in different orthographies. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134–156). Cambridge: Cambridge University Press.
  • Gregory, E. (2001). Sisters and brothers as language and literacy teachers: Synergy between siblings playing and working together. Journal of Early Childhood Literacy, 1(3), 301–322. doi:10.1177/14687984010013004
  • Grosjean, F. (1998). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition, 1(2), 131–149. doi:10.1017/S136672899800025X
  • Grosjean, F. (2008). Studying bilinguals. Oxford: Oxford University Press.
  • Grosjean, F. (2010). Bilingual. Life and reality. Cambridge, MA: Harvard University Press.
  • Hakuta, K., Butler, Y. G., & Witt, D. (2000). How long does it take English learners to attain proficiency? The University of California Linguistic Minority Research Institute. Policy Report 2000-1. Retrieved from http://www.stanford.edu/¡«hakuta/Docs/HowLong.pdf
  • Hall, N., Larson, J., & Marsh, J. (2003). Handbook of early childhood literacy. London: Sage.
  • Harste, J., Woodward, V., & Burke, C. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
  • Haynes, M., & Carr, T. H. (1990). Writing system background and second language reading: A component skills analysis of English reading by native speaker-readers of Chinese. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 375–421). New York, NY: Academic Press.
  • Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51. doi:10.1023/A:1014548611951
  • Kenner, C. (2000). Symbols make text: A social semiotic analysis of writing in a multilingual nursery. Written Language and Literacy, 3(2), 235–266. doi:10.1075/wll.3.2.03ken
  • Kenner, C., Kress, G., Hayat, A., Kam, R., & Tsai, K. (2004). Finding the keys to biliteracy: How young children interpret different writing systems. Language and Education, 18(20), 124–144. doi:10.1080/09500780408666871
  • Koda, K. (1994). Second language reading research: Problems and possibilities. Applied Psycholinguistics, 15(1), 1–28. doi:10.1017/S0142716400006950
  • Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
  • Lavine, L. O. (1977). Differentiation of letter like forms in pre-reading children. Developmental Psychology, 13(2), 89–94. doi:10.1037/0012-1649.13.2.89
  • Levin, I., Share, D. L., & Shatil, E. (1996). A qualitative-quantitative study of preschool writing: Its development and contribution to school literacy. In M. Levy & S. Ransdell (Eds.), The science of writing (pp. 271–293). Hillsdale, NJ: Erlbaum.
  • McBride-Chang, C., Zhou, Y., Cho, J.-R., Aram, D., Levin, I., & Tolchinsky, L. (2011). Visual spatial skills: A consequence of learning to read? Journal of Experimental Child Psychology, 109, 256–262. doi:10.1016/j.jecp.2010.12.003
  • Mor-Sommerfeld, A. (2002). Language mosaic: Developing literacy in a second-new language – a new perspective. Reading, Literacy and Language, 36(3), 99–105. doi:10.1111/1467-9345.00195
  • Puranik, C. S., & Lonigan, C. J. (2011). From scribbles to scrabble: Preschool children's developing knowledge of written language. Reading and Writing: An Interdisciplinary Journal, 24, 567–589. doi:10.1007/s11145-009-9220-8
  • Rashid, N., & Gregory, E. (1997). Learning to read, reading to learn: The importance of siblings in the language development of young bilingual children. In E. Gregory (Ed.), One child, many worlds: Early learning in multicultural communities (pp. 107–121). London: David Fulton.
  • Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000). A longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Association Journal, 37, 633–662. doi:10.3102/00028312037003633
  • Reyes, I. (2006). Exploring connections between emergent biliteracy and bilingualism. Journal of Early Childhood Literacy, 6(3), 267–292. doi:10.1177/1468798406069801
  • Rodriguez, M. V. (1999). Home literacy experiences of three young Dominican children in New York City. Educators for Urban Minorities, 1(1), 19–31.
  • Saxena, M. (1994). Literacies amongst the Panjabis in Southall (Britain). In J. Maybin (Ed.), Language and literacy in social practice (pp. 96–116). Clevedon: Multilingual Matters.
  • Sneddon, R. (2000). Language and literacy: Children's experiences in multilingual environments. International Journal of Bilingual Education and Bilingualism, 3, 265–282. doi:10.1080/13670050008667711
  • Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Reading and writing (pp. 116–138). Norwood, NJ: Ablex.
  • Sulzby, E., & Teale, W. (2003). The development of the young child and the emergence of literacy. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 300–313). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language (pp. 289–339). Baltimore, MD: Brookes.
  • Taylor, D. (1983). Family literacy: Young children learning to read and write. Portsmouth, NH: Heinemann.
  • Teale, W. H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
  • Tolchinsky, L. (1998). Early writing acquisition in Catalan and Israeli communities. In A. Durgunoglu & L. Verhoeven (Eds.), Literacy development in a multilingual context: Cross-cultural perspectives (pp. 267–88). Mahwah, NJ: Erlbaum.
  • Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Mahwah, NJ: Erlbaum.
  • Tolchinsky Landsmann, L., & Karmiloff-Smith, A. (1992). Children's understanding of notations as domains of knowledge versus referential-communicative tools. Cognitive Development, 7, 287–300.
  • Tolchinsky-Landsmann, L., & Levin, I. (1985). Writing in preschoolers: An age-related analysis. Applied Psycholinguistics, 6, 319–339. doi:10.1017/S0142716400006238
  • Tolchinsky, L., Levin, I., Aram, D., & McBride-Chang, C. (2011). Building literacy in alphabetic, abjad and morphosyllabic systems. Reading and Writing: An Interdisciplinary Journal. Advance online publications. doi:10.1007/s11145-011-9334-7
  • Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6, 767–773. doi:10.1038/nn1065
  • Valdés, G., & Figueroa, R. (1996). Bilingualism and testing. A special case of bias. Norwood, NJ: Ablex.
  • Vernon, S., & Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Revue, 69, 395–415.
  • Volk, D., & de Acosta, M. (2001). Many differing ladders, many ways to climb: Literacy events in the bilingual classrooms, homes and community of three Puerto Rican kindergartners. Journal of Early Childhood Literacy, 1(2), 193–224. doi:10.1177/14687984010012004
  • Whitmore, K. F., Martens, P., Goodman, Y., & Owocki, G. (2004). Critical lessons from the transactional perspective on early literacy research. Journal of Early Childhood Literacy, 4, 291–325. doi:10.1177/1468798404047291
  • Woodrome, S. E., & Johnson, K. E. (2009). The role of visual discrimination in the learning-to-read process. Reading and Writing: An Interdisciplinary Journal, 22(2), 117–131. doi:10.1007/s11145-007-9104-8

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.