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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 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 BASE Show 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 Abstract: In this longitudinal project, 49 monolingual English-speaking students (EL1s) and 55 English Language Learners (ELLs) living in the Greater Toronto Area (GTA) were followed for two years (i.e., grades 4-6/5-7) across three testing points (Time 1 – Time 3). The overarching goal was to (1) examine the reading comprehension and vocabulary growth patterns of mid elementary EL1s and ELLs with varying levels of exposure to English; and (2) investigate the contribution of cognitive, linguistic, and sociocultural factors underlying the development of these literacy skills. In Study 1, EL1 and ELL growth trajectories were compared using multi-level modeling (MLM). An augmented model of the Simple View of Reading (SVR) that included not only decoding and vocabulary, but also cognitive processes (e.g., nonverbal reasoning, phonological processing, and morphological awareness) and sociocultural variables (e.g., maternal education) was examined. Results revealed significant growth in ELL reading comprehension but limited growth in EL1 reading comprehension. At Time 3, EL1 and ELL students had comparable performance in reading comprehension and the same cognitive-linguistic factors emerged as significant contributors. Nonverbal reasoning ability and complex vocabulary knowledge significantly contributed to EL1 and ELL reading comprehension. Next, the contribution of length of exposure to English (LOE) to ELL reading comprehension was explored. LOE was indirectly related to reading comprehension through vocabulary. In Study 2, a composite vocabulary measure, which included receptive/expressive vocabulary breadth and vocabulary depth, was used as the outcome variable. Both EL1 and ELL students showed gradual linear improvements in vocabulary; however, ELLs consistently underperformed EL1s. Examination of underlying processes revealed that in both groups, morphological awareness is a unique contributor to vocabulary. For EL1s, nonverbal ability, phonological awareness, and maternal education were also significant contributors. Basic word reading and morphological awareness were the only predictors of ELL vocabulary. A direct link between vocabulary and LOE was confirmed at all time points for ELLs. Results revealed marginal evidence of transfer between L1 and L2 vocabulary. In Study 3 the relationship between reading comprehension and vocabulary breadth and depth was explored. Both vocabulary breadth and depth played significant roles in explaining individual differences in EL1 and ELL reading comprehension. ; Ph.D. Keyword: 0525 URL: http://hdl.handle.net/1807/92148 BASE Hide 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

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