Understanding literacy development of language minority students: an integrative approach

被引：0
作者：
Xi Chen
Esther Geva
Mila Schwartz
机构：
[1] University of Toronto,Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education
[2] Oranim Academic College of Education,Department of Research and Evaluation Authority, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities
[3] University of Haifa,undefined
来源：
Reading and Writing | 2012年 / 25卷
关键词：
Literacy; Language minority children; Cognitive; Socio-cultural;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
This special issue of Reading and Writing: An Interdisciplinary Journal contains nine papers by researchers who presented at the Language and Reading Comprehension for Immigrant Children (LARCIC) conference, which took place at OISE/University of Toronto in 2009. The first set of five papers focuses on the contribution of cognitive factors to reading comprehension in language minority children, and the second set of four papers focuses on the joint effects of cognitive and socio-cultural factors on literacy development in these children. Three common themes emerge in the first set of papers. The first theme compares the cognitive processes that contribute to reading comprehension between language minority children and their peers who speak the societal language as the first language. In particular, the application of the Simple View of Reading model in language minority children is discussed. The second theme compares the reading performance of language minority children to their peers. The third theme explores the nature of reading constructs in language minority children. Two common themes underlie the second set of papers. The first theme addresses the mediating role of socio-cultural factors in vocabulary development in language minority children. The second theme explores the joint effects of cognitive and socio-cultural factors on cross-language transfer of literacy skills. Taken together, the papers presented in this special issue point to the importance of considering both cognitive and socio-cultural factors in literacy research involving language minority children.
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页码：1797 / 1804
页数：7
相关论文
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