---

---

“Language and literacy development are fascinating and complex areas of study in single-language learners; they are equally fascinating, and far more complex, in children learning two languages. Multiple social, psychological, cognitive, and linguistic factors interact to affect the learning outcomes of these children. This volume presents an impressive cross-section of current research and thinking that will be greatly appreciated by graduate students and researchers in a wide range of disciplines, including curriculum and instruction, bilingual education, psycholinguistics, and applied linguistics.”

—Kathryn Kohnert, PhD, Department of Speech-Language-Hearing Sciences, University of Minnesota


“A large and growing number of children enter school having learned a language other than English at home. This timely book provides a superb survey of what we know and what we need to know about the development of language and literacy in these children. Everyone who studies, teaches, assesses, or designs policies for dual-language learners needs the information in this book. It could serve as the centerpiece of a graduate seminar in psychology, education, communication sciences, or linguistics.”

—Erika Hoff, PhD, Department of Psychology, Florida Atlantic University


“This book provides a significant sampling of the research evidence presently available on the literacy skills of bilingual children. The book elevates our ongoing discussion of the development and assessment of the literacy skills of dual-language learners and addresses important, thought-provoking issues.”

—Aquiles Iglesias, PhD, Department of Communication Sciences and Disorders, Temple University

---

Table of Contents

I. Introduction

1. Contexts for Language and Literacy Development among Dual-Language Learners, Claude Goldenberg, Leslie Reese, and Ali Rezaei

II. Oral Language and Dual-Language Learners

2. The Role of First Language on Oral Language Development in English: The Case of Both Alphabetic and Nonalphabetic Languages, Stefka H. Marinova-Todd and Yuuko Uchikoshi

3. Tuning in to Language-Specific Patterns: Nonword Repetition and the Big Picture of Bilingual Vocabulary Learning, María R. Brea-Spahn and Elaine R. Silliman

4. Rapid Spoken Language Shift in Early Second Language Learning: The Role of Peers and Effects on the First Language, D. Kimbrough Oller, Linda Jarmulowicz, Barbara Z. Pearson, and Alan B. Cobo-Lewis

5. Language Proficiency and Its Implications for Monolingual and Bilingual Children, Ellen Bialystok and Xiaojia Feng

III. Literacy and Dual-Language Learners

6. Factors Affecting the Relative Relationships between First- and Second-Language Phonological Awareness and Second Language Reading, Alexandra Gottardo, Yan Gu, Julie Mueller, Iuliana Baciu, and Ana Laura Pauchulo

7. Learning a Nonalphabetic Script and Its Impact on Later Development of English as a Second Language, Him Cheung, Catherine McBride-Chang, and Xiuli Tong

8. Chinese Language Learners of English Use More Orthographic–Lexical Than Phonological Strategies in English Word Recognition and Spelling, Che Kan Leong

9. Writing Acquisition among English Language Learners in U.S. Schools, Laura Méndez Barletta, Janette K. Klingner, and Michael J. Orosco

IV. Assessment and Diagnosis

10. Linguistic and Cognitive Processes in the Development of Spelling in English Language Learners: First-Language Transfer, Language Proficiency, or Cognitive Processes?, Esther Geva and Adèle Lafrance

11. Cognitive and Oral Language Contributors to Reading Disabilities in Spanish–English Bilinguals, Franklin R. Manis and Kim A. Lindsey

12. Assessment of Literacy Problems among English Language Learners Based on the Component Model, R. Malatesha Joshi and P. G. Aaron

V. Conclusion

13. The Policy Context of Research on Basic Processes in Bilingual Children in the United States, Kenji Hakuta

---

About the Editors

Aydin Yücesan Durgunoglu, PhD, is Professor of Psychology at the University of Minnesota Duluth. She has worked as a high school teacher and as a college instructor of English as a foreign language. Her research addresses child literacy development in different languages as well as in bilingual contexts, adult literacy, and English literacy development of recent immigrants to the United States. Since 1995, as a consultant for the Mother Child Education Foundation in Istanbul, Dr. Durgunoglu has led the efforts to create an innovative adult literacy program in Turkey, which has now reached about 100,000 individuals across the country.

Claude Goldenberg, PhD, is the Nomellini & Olivier Professor of Education in the Graduate School of Education at Stanford University. A native of Argentina, he conducts research on promoting academic achievement among language minority students. He is a recipient of the Albert J. Harris Award from the International Literacy Association and the Best Research Award from Learning Forward. He currently directs a randomized control trial in Rwanda evaluating an early literacy intervention created by Save the Children.

• Author's website

---

Contributors

P. G. Aaron, College of Education, Indiana State University, Terre Haute, Indiana

Iuliana Baciu, Psychology Department, Wilfrid Laurier University, Waterloo, Ontario, Canada

Laura Méndez Barletta, independent scholar/researcher, Palo Alto, California

Ellen Bialystok, Department of Psychology, York University, Toronto, Ontario, Canada

María R. Brea-Spahn, Speech and Theatre and Interdisciplinary Literacy Studies PhD Program, Middle Tennessee State University, Murfreesboro, Tennessee

Him Cheung, Department of Psychology, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong

Alan B. Cobo-Lewis, Department of Psychology, University of Maine, Orono, Maine

Aydin Yücesan Durgunoğlu, Department of Psychology, University of Minnesota, Duluth, Minnesota

Xiaojia Feng, Department of Applied Foreign Language Studies, Nanjing University, Nanjing, China

Esther Geva, Department of Human Development and Applied Psychology, University of Toronto/Ontario Institute for Studies in Education, Toronto, Ontario, Canada

Claude Goldenberg, School of Education, Stanford University, Stanford, California

Alexandra Gottardo, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada

Yan Gu, College of Business, University of Illinois at Urbana-Champaign, Champaign, Illinois

Kenji Hakuta, School of Education, Stanford University, Stanford, California

Linda Jarmulowicz, School of Audiology and Speech-Language Pathology, University of Memphis, Memphis, Tennessee

R. Malatesha Joshi, College of Education and Human Development, Texas A&M University, College Station, Texas

Janette K. Klingner, School of Education, University of Colorado, Littleton, Colorado

Adèle Lafrance, Department of Psychology, Laurentian University, Sudbury, Ontario, Canada

Che Kan Leong, Department of Educational Psychology and Special Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

Kim A. Lindsey, Driver Benefits, Torrance, California

Franklin R. Manis, Department of Psychology, University of Southern California, Los Angeles, California

Stefka H. Marinova-Todd, School of Audiology and Speech Sciences, University of British Columbia, Vancouver, British Columbia, Canada

Catherine McBride-Chang, Department of Psychology, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong

Julie Mueller, Faculty of Education, Wilfrid Laurier University, Waterloo, Ontario, Canada

D. Kimbrough Oller, School of Audiology and Speech-Language Pathology, University of Memphis, Memphis, Tennessee

Michael J. Orosco, Graduate School of Education, University of California, Riverside, California

Ana Laura Pauchulo, Sociology and Equity Studies, University of Toronto/Ontario Institute for Studies in Education, Mississauga, Ontario, Canada

Barbara Z. Pearson, Department of Communication Disorders, University of Massachusetts, Amherst, Massachusetts

Leslie Reese, College of Education, California State University, Long Beach, California

Ali Rezaei, College of Education, California State University, Long Beach, California

Elaine R. Silliman, Communication Sciences and Disorders and Cognitive and Neural Sciences, University of South Florida, Tampa, Florida

Xiuli Tong, Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada

Yuuko Uchikoshi, School of Education, University of California, Davis, California

---

Audience

K–12 reading specialists, speech–language pathologists, special educators, school psychologists, and educational psychologists.

---

Course Use

May serve as a text in graduate-level courses.