Articles that cite this article:

Language Proficiency and Reading Ability in First- and Second-Language Learners

Mienke Droop

Ludo Verhoeven

Articles that cite this article (and are available online) include:

Graves, A.W., Gersten, R., & Haager, D. (2004). Literacy Instruction in Multiple-Language First-Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice. Learning Disabilities Research and Practice, 19, 262. doi:10.1111/j.1540-5826.2004.00111.x

Kieffer, M.J., & Lesaux, N.K. (2007). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, doi:10.1007/s11145-007-9092-8

LESAUX, N.K. (2006). Building Consensus: Future Directions for Research on English Language Learners at Risk for Learning Difficulties. Teachers College Record, 108, 2406. doi:10.1111/j.1467-9620.2006.00787.x

Lenters, K. (2004). No Half Measures: Reading Instruction for Young Second-Language Learners. The Reading Teacher, 58, 328. doi:10.1598/RT.58.4.2

Lesaux, N.K., Lipka, O., & Siegel, L.S. (2006). Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds. Reading and Writing, 19, 99. doi:10.1007/s11145-005-4713-6

San Francisco, A., Mo, E., Carlo, M., August, D., & Snow, C. (2006). The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals. Reading and Writing, 19, 627. doi:10.1007/s11145-006-9012-3

Verhallen, M.J., Bus, A.G., & de Jong, M.T. (2006). The Promise of Multimedia Stories for Kindergarten Children At Risk.. Journal of Educational Psychology, 98, 410. doi:10.1037/0022-0663.98.2.410

Verhoeven, L.L., & Vermeer, A.A. (2006). Literacy achievement of children with intellectual disabilities and differing linguistic backgrounds. Journal of Intellectual Disability Research, 50, 725. doi:10.1111/j.1365-2788.2006.00838.x