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    • Applied Psychology and Human Development (11)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure Iwenofu, Linda. - : University of Toronto, 2021 BASE Show details 2 Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective Grossman, Shawna Lauren. - : University of Toronto, 2021 BASE Show details 3 THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS Fraser, Christie. - 2020 BASE Show details 4 Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships Mak, Joyce Yan Lok. - 2020 BASE Show details 5 THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY Alavie, Negin. - 2019 Abstract: This longitudinal study looked at the contributions of executive working memory (EWM) and phonological short-term memory (PSTM) to reading comprehension in ELL elementary students while controlling for English language proficiency. Participants were assessed once a year, in grades 4-6. Results revealed that EWM contributed to reading comprehension above and beyond PSTM across the three years. The mediating effect of English language proficiency on the association between EWM and reading comprehension was also studied. Results showed that the association between EWM and reading comprehension was partially mediated by English language proficiency in Year 1, and fully mediated in Years 2 and 3 respectively. Growth model analysis did not show a developmental trajectory in reading comprehension across the three years. To conclude, EWM had a unique contribution to reading comprehension, which was greater than PSTM. Language proficiency had a mediating effect on EWM’s contribution to reading comprehension. ; M.A. ; 2019-11-15 00:00:00 Keyword: 0282; ELL students; English language proficiency; Executive working memory; Phonological short-term memory; Reading comprehension URL: http://hdl.handle.net/1807/97664 BASE Hide details 6 Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors Safronsky, Emily. - 2018 BASE Show details 7 The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter? Safronsky, Emily. - 2018 BASE Show details 8 Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners O'Connor, Megan. - 2017 BASE Show details 9 L1 and L2 Narrative Development in Emergent Bilinguals Baek, Sun Hwa. - 2016 BASE Show details 10 Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals Gral Azulay, Inbal. - 2015 BASE Show details 11 The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners Azimi-Bolourian, Mahshid. - 2015 BASE Show details

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