• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Geva, Esther (75)
    • Applied Psychology and Human Development (11)
    • Human Development and Applied Psychology (9)
    • Chen, Xi (7)
    • Farnia, Fataneh (5)
    • Wang, Min (4)
    • Geva, Esther [Verfasser] (3)
    • Jean, Maureen (3)
    • Luo, Yang C. (3)
    • Mak, Joyce Yan Lok (3)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 Page: 1 2 3 4 Hits 1 – 20 of 78 1 Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing Xue, Jin; Zheng, Liyan; Tang, Xiaoyi... In: Front Psychol (2021) BASE Show details 2 Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure Iwenofu, Linda. - : University of Toronto, 2021 BASE Show details 3 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 4 THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS Fraser, Christie. - 2020 Abstract: This dissertation concerns the linguistic and reading profiles and predictors of English language learners (ELLs) classified as typically developing or at-risk for poor reading comprehension. The ELLs in the studies came from Chinese, Portuguese, and Spanish home language backgrounds, but had all begun formal schooling in English in kindergarten. An at-risk classification model based on performance on components of the simple view of reading (Gough Tunmer, 1986), and using cut-off scores at the 30th percentile or below and the 40th percentile or above, was employed for identification of poor and good readers, respectively. ELLs (n = 127) were subtyped in grade 4 as either typically developing or at-risk based on their decoding and language comprehension skills in relation to the ELL sample (and not to monolingual norms). Reader subtypes used in the final analyses were: poor decoders (difficulties with word reading; n = 17), poor language comprehenders (language impaired; n = 15), multi-deficit at-risker (problems in decoding and language comprehension; n = 20), and typical developers (no deficits in decoding or language comprehension; n = 57). Study 1 compared the grade 4 profiles of the ELL reader subtypes on the following skills: word reading, reading fluency at the word- and text-levels, vocabulary, inferencing strategy, and reading comprehension. To validate the at-risk classification model, multivariate analysis of covariance (MANCOVA) results indicated that all three at-risk reader subtypes were experiencing significant problems with their reading comprehension in grade 4 when compared to typically developing ELLs. Different skill profiles were observed across the three at-risk reader groups in grade 4: poor decoders demonstrated difficulties with various aspects of word reading (accuracy and fluency), and inferencing strategy; poor language comprehenders demonstrated difficulties in word reading fluency; and multi-deficit at-riskers demonstrated pervasive difficulties with all the reading and language skills under study, including fluency and inferencing strategy. Study 2 identified longitudinal (from grade 2) linguistic and reading predictors of later at-risk ELL reader subtype in grade 4. Multinomial logistic regression models indicated that there were different predictors of later at-risk status across the reading groups: word reading fluency for poor decoders; receptive vocabulary for poor language comprehenders; and fluency and oral expression for multi-deficit at-riskers. Similar to the findings of previous research with poor reading ELLs (e.g., Geva Herbert, 2012; Geva Massey-Garrison, 2013; Li Kirby, 2014), findings suggest that not all ELL readers with poor reading comprehension are the same; there are different sources of reading comprehension problems which point to different intervention foci. Furthermore, it appears that readers struggling with reading comprehension due to poor language can be successfully identified as early as grade 2, prior to the onset of their later difficulties in reading comprehension. Findings provide support for an enhanced simple view of reading that also includes fluency and inferencing strategy. Directions for future research and implications for practice are presented. ; Ph.D. ; 2020-02-27 00:00:00 Keyword: 0620; dyslexia; English language learners; language; literacy; poor comprehenders; reading difficulties URL: http://hdl.handle.net/1807/99613 BASE Hide details 5 Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships Mak, Joyce Yan Lok. - 2020 BASE Show details 6 English phonological specificity predicts early French reading difficulty in emerging bilingual children [<Journal>] Krenca, Klaudia [Verfasser]; Gottardo, Alexandra [Verfasser]; Geva, Esther [Verfasser]. DNB Subject Category Language Show details 7 THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY Alavie, Negin. - 2019 BASE Show details 8 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 9 The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter? Safronsky, Emily. - 2018 BASE Show details 10 Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade [<Journal>] Geva, Esther [Verfasser]; Galili, Kama [Sonstige]; Katzir, Tami [Sonstige]. DNB Subject Category Language Show details 11 Multilingual learners : vocabulary and beyond Geva, Esther; Fraser, Christie In: Developmental perspectives in written language and literacy (Amsterdam, 2017), p. 199-218 MPI für Psycholinguistik Show details 12 Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners O'Connor, Megan. - 2017 BASE Show details 13 L1 and L2 Narrative Development in Emergent Bilinguals Baek, Sun Hwa. - 2016 BASE Show details 14 Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals Gral Azulay, Inbal. - 2015 BASE Show details 15 The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners Azimi-Bolourian, Mahshid. - 2015 BASE Show details 16 Introduction: The cross-language transfer journey - a guide to the perplexed Geva, Esther In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 17 (2014) 1, 1-15 OLC Linguistik Show details 17 Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners Gottardo, Alexandra; Javier, Christine; Farnia, Fataneh... In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 17 (2014) 1, 62-88 OLC Linguistik Show details 18 Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children Luo, Yang Cathy; Chen, Xi; Geva, Esther In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 17 (2014) 1, 89-115 OLC Linguistik Show details 19 Lexical inference in L2: predictive roles of vocabulary knowledge and reading skill beyond reading comprehension Prior, Anat; Goldina, Anna; Shany, Michal... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 8, 1467-1484 OLC Linguistik Show details 20 Growth and predictors of change in English language learners' reading comprehension Farnia, Fataneh; Geva, Esther In: Journal of research in reading. - Leeds : Wiley-Blackwell 36 (2013) 4, 389-421 OLC Linguistik Show details Page: 1 2 3 4

Mobile view All Catalogues UB Frankfurt Linguistik 1 IDS Mannheim 0 OLC Linguistik 27 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 3 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 29 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 3 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 30 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0