References

References

Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J.
(2008) Evaluating the validity of the Automated Working Memory Assessment. Educational Psychology, 28, 725–734. CrossrefGoogle Scholar
Anthony, J. L., & Francis, D. J.
(2005) Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. CrossrefGoogle Scholar
Atwill, K., Blanchard, J., Gorin, J. S., & Burstein, K.
(2007) Receptive vocabulary and cross-language transfer of phonemic awareness in kindergarten children. The Journal of Educational Research, 100(6), 336–346. CrossrefGoogle Scholar
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M.
(2014) The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 699–714. CrossrefGoogle Scholar
Bialystok, E., Luk, G., & Kwan, E.
(2005) Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9, 43–61. CrossrefGoogle Scholar
Bialystok, E., Majumder, S., & Martin, M. M.
(2003) Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44. CrossrefGoogle Scholar
Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P.
(2014) The benefits of being bilingual: Working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, 128, 105–119. CrossrefGoogle Scholar
Bradley, R. H., & Corwyn, R. F.
(2002) Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. CrossrefGoogle Scholar
Branum-Martin, L., Tao, S., Garnaat, S., Bunta, F., & Francis, D. J.
(2012) Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size. Journal of Educational Psychology, 104, 932–944. CrossrefGoogle Scholar
Bruck, M., & Genesee, F. H.
(1995) Phonological awareness in young second language learners. Journal of Child Language, 22, 307–324. CrossrefGoogle Scholar
Carroll, J. M., Snowling, M. J., Stevenson, J., & Hulme, C.
(2003) The development of phonological awareness in preschool children. Developmental Psychology, 39, 913–923. CrossrefGoogle Scholar
Chen, X., Wu, X., & Shu, H.
(2004) Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96, 142–151. CrossrefGoogle Scholar
Chen, X., Xu, F., Nguyen, T.-K., Hong, G., & Wang, Y.
(2010) Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102, 712–728. CrossrefGoogle Scholar
Dunn, L. M., & Dunn, D. M.
(2007) PPVT-4 Manual. Bloomington: NCS Pearson.Google Scholar
Dunn, L. M., Dunn, L. M., & Schlichting, L.
(2005) Peabody Picture Vocabulary Test-III-NL (2nd ed.). Amsterdam: Pearson Assessment and Information.Google Scholar
Enever, J., Krikhaar, E., Lindgren, E., Lopriore, L., Lundberg, G., Mihaljevic Djigunovic, J., … Tragant Mestres, E.
(2011) ELLiE: Early Language Learning in Europe.Google Scholar
Garson, K. L., Gillon, G. T., & Boustead, T. M.
(2013) Classroom phonological awareness instruction and literacy outcomes in the first year of school. Language, Speech and Hearing Services in Schools, 44(147–160). CrossrefGoogle Scholar
Goorhuis-Brouwer, S., & de Bot, K.
(2010) Impact of early English language teaching on L1 and L2 development in children in Dutch schools. International Journal of Bilingualism, 14, 289–302. CrossrefGoogle Scholar
Goriot, C., Broersma, M., McQueen, J. M., Unsworth, S., & van Hout, R.
(2018) Language balance and switching ability in children acquiring English as a second language. Journal of Experimental Child Psychology, 173, 168–186. CrossrefGoogle Scholar
Green, D. W., & Abutalebi, J.
(2013) Language control in bilinguals: The adaptive control hypothesis. Journal of Cognitive Psychology, 25, 515–530. CrossrefGoogle Scholar
Health, S. M., Bishop, D. V. M., Bloor, K. E., Boyle, G. L., Fletcher, J., Hogben, J. H., … Yeong, S. H. M.
(2014) A spotlight on preschool: The influence of family factors on children’s early literacy skills. PLoS ONE2. CrossrefGoogle Scholar
Janssen, C., Segers, E., McQueen, J. M., & Verhoeven, L.
(2015) Lexical specificity training effects in second language learners. Language Learning, 65, 358–389. CrossrefGoogle Scholar
(2017) Transfer from implicit to explicit phonological abilities in first and second language learners. Bilingualism: Language and Cognition, 20, 795–812. CrossrefGoogle Scholar
Jenniskens, T., Leest, B., Wolbers, M., Bruggink, M., Dood, C., & Krikhaar, E.
(2017) Zicht op vroeg vreemdetalenonderwijs [Insight into early foreign language education]. Nijmegen.Google Scholar
Kang, J. Y.
(2012) Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431. CrossrefGoogle Scholar
Kuo, L.-J., & Anderson, R. C.
(2010) Beyond Cross-Language Transfer: Reconceptualizing the Impact of Early Bilingualism on Phonological Awareness. Scientific Studies of Reading, 14, 365–385. CrossrefGoogle Scholar
Kuo, L.-J., Uchikoshi, Y., Kim, T.-J., & Yang, X.
(2016) Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, 46, 1–9. CrossrefGoogle Scholar
Lerner, M. D., & Lonigan, C. J.
(2016) Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal of Experimental Child Psychology, 144, 166–183. CrossrefGoogle Scholar
Lesniak, A., Myers, L., & Dodd, B.
(2014) The English phonological awareness skills of 5;0–6;0-year-old Polish-English, Portuguese-English bilingual speakers and English monolingual children. Speech, Language and Hearing, 17, 37–48. CrossrefGoogle Scholar
Loizou, M., & Stuart, M.
(2003) Phonological awareness in monolingual and bilingual English and Greek five-year-olds. Journal of Research in Reading, 26, 3–18. CrossrefGoogle Scholar
Luk, G., & Bialystok, E.
(2013) Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25, 605–621. CrossrefGoogle Scholar
Marinova-Todd, S. H., Zhao, J., & Bernhardt, M.
(2010) Phonological awareness skills in the two languages of Mandarin-English bilingual children. Clinical Linguistics & Phonetics, 24(4–5), 387–400. CrossrefGoogle Scholar
Reder, F., Marec-Breton, N., Gombert, J.-E., & Demont, E.
(2013) Second-language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics. British Journal of Educational Psychology, 83, 686–702. CrossrefGoogle Scholar
Rubin, H., & Turner, A.
(1989) Linguistic awareness skills in grade one children in a French immersion setting. Reading and Writing, 1, 73–86. CrossrefGoogle Scholar
Savage, R., Blair, R., & Rvachew, S.
(2006) Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks. Journal of Experimental Child Psychology2, 94, 183–203. CrossrefGoogle Scholar
Schepens, J.
(2015) Bridging linguistic gaps: The effects of linguistic distance on the adult learnability of Dutch as an additional language. Radboud University. Retrieved from http://​www​.lotschool​.nl
SLO
(2006) TULE-Nederlands kerndoel 11 [TULE-Dutch objective 11]. Retrieved from http://​tule​.slo​.nl​/Nederlands​/bestand​/P​-L11​.pdf
Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L.
(2002) Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223–260. CrossrefGoogle Scholar
Tabachnick, B. G., & Fidell, L. S.
(2007) Using multivariate statistics. Allyn & Bacon/Pearson Education.Google Scholar
Verhoeven, L.
(2005) Screeningstest voor Taal- en Leesproblemen [Diagnostic Test for Language and Literacy Problems]. Arnhem: Cito.Google Scholar
Vloedgraven, J., Keuning, J., & Verhoeven, L.
(2009) Screeningsinstrument beginnende geletterdheid [Screening instrument for emerging literacy]. Arnhem, the Netherlands: Cito.Google Scholar
Cited by

Cited by 1 other publications

Kopečková, Romana, Magdalena Wrembel, Ulrike Gut & Anna Balas
2021. Differences in phonological awareness of young L3 learners: an accent mimicry study. International Journal of Multilingualism  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 09 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.