Untitled

Bråten, Ivar; Lie, Alfred; Andreassen, Rune; Olaussen, Bodil Stokke

doi:10.1023/a:1007976521114

Cited by 49 publications

(11 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The total score represents the number of correct words identified in 90 seconds (raw score). This silent word reading fluency test was inspired by Bråten, Lie, Andreassen, and Olaussen’s (1999) original test, validated for Spanish readers in Spain (Elosúa et al, 2012), and later validated for Latin American students (Meneses et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Galloway

Uccelli²,

Aguilar

et al. 2020

AERA Open

View full text Add to dashboard Cite

In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

show abstract

Section: Methodsmentioning

confidence: 99%

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Galloway

Uccelli²,

Aguilar

et al. 2020

AERA Open

View full text Add to dashboard Cite

show abstract

“…Print-exposure checklists follow a quick-probe logic in which titles of popular novels or names of best-selling authors function as probes into a person's literacy environment. The checklist can be adjusted to measure out-of-school reading in any age group by excluding titles or authors prominent in the school curriculum (e.g., Barker, Torgesen, & Wagner, 1992;Bråten, Lie, Andreassen, & Olaussen, 1999;Cunningham & Stanovich, 1997). Foils -fake items of non-existing titles or author names -are added to correct for guessing.…”

Section: Measurement Of Print Exposurementioning

confidence: 99%

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

Mol¹,

Bus²

2011

Psychological Bulletin

963

766

View full text Add to dashboard Cite

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.

show abstract

“…However, there is some evidence that the HLE does not directly contribute to the development of literacy skills of school-aged children. For example, Bråten, Lie, Andreassen and Olaussen (1999) found that three indicators of the HLE, namely positive family reading models, access to written language resources and shared reading practices, were indirectly related to orthographic processing skill for children aged 8-10 years via their impact on leisure reading. Likewise, Sénéchal and LeFevre (2002) found that the relationship between shared reading at home at ages 5-6 and literacy skills at age 9 was not direct but instead mediated by receptive language skill.…”

Section: Implications For Practicementioning

confidence: 99%

The home literacy environment of school‐aged children with autism spectrum disorders

Lucas

Norbury

2017

Journal Research in Reading

View full text Add to dashboard Cite

For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7-13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age-appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding. HighlightsWhat is already known about this topic• The home literacy environment (HLE) impacts the reading development of typically developing children.• Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD. What this paper adds• We examined the relationship between the HLE and reading for children with ASD.• Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.

show abstract

Untitled

Cited by 49 publications

References 24 publications

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

The home literacy environment of school‐aged children with autism spectrum disorders

Contact Info

Product

Resources

About