Cover not available
Part of
Bilingual Cognition and Language: The state of the science across its subfields
Edited by David Miller, Fatih Bayram, Jason Rothman and Ludovica Serratrice
[Studies in Bilingualism 54] 2018
► pp. 155–182

Chapter 8
Literacy development in linguistically diverse pupils

| Department of Education, University of Oxford

In this chapter the literacy skills (reading accuracy and comprehension and writing) of minority language learners is in focus. The chapter provides a selective review of some of the theoretical and empirical research which has investigated how minority language learners develop reading and writing skills in their majority language. The chapter begins with a discussion of who minority language learners are and why we should be concerned about their literacy development. A section on the development of reading ensues which presents the Simple View of Reading as a theoretical basis and identifies that minority language learners tend not to have difficulties with decoding aspects of reading, but do tend to have problems with reading comprehension skills, argued to stem from less well-developed vocabulary knowledge. Research examining the development of writing in minority language learners is discussed, again presenting a theoretical framework (Simple View of Writing) and illustrating that as with reading, minority language learners tend not to have difficulties with lower-level features of writing (such as transcription and spelling) but do have difficulties with higher-order features (such as organisation of ideas). Educational implications of this work are examined highlighting the need for theoretically motivated educational interventions across a wider range of contexts than is currently available. The effectiveness of different bilingual education programmes is briefly examined, which supports the development of the home language knowledge in minority language learners. Developing home language proficiency and literacy skills enables the opportunity for students to draw upon their L1 which in turn supports the development of their L2 literacy skills. Linguistic diversity is the global norm, and increasingly children are being educated through the medium of a majority language which is not their home language. More work across different contexts is needed in order to better understand, and support, literacy and academic achievement in linguistically diverse pupils.

Article outline
  • 1. Introduction
  • 2.A characterisation of minority language learners
    • 2.1Educational outcomes in minority language learners
  • 3.The development of reading skills in linguistically diverse pupils
    • 3.1 The simple view of reading
  • 4. The development of writing skills in linguistically diverse pupils
  • 5.Educational implications
  • 6.Conclusions
  • Notes
  • References
Published online: 8 March 2018
DOI logo
https://doi.org/10.1075/sibil.54.08mur
References
August, D., & Shanahan, T.
(Eds) (2008) Developing reading and writing in second language learners: Lessons from the report of the National Literacy Panel on language minority children and youth. New York, NY: Routledge/CALL.Google Scholar
Babayiğit, S.
(2012) The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language. Journal of Research in Reading, 37(1), 22–47.Google Scholar
(2014) The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language. Journal of Research in Reading, 37(1), S22–S47. DOI logo.Google Scholar
(2014b) Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2). Reading and Writing, 27(7), 1207–1229. DOI logoGoogle Scholar
(2015) The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis. Reading and Writing, 28(4), 527–544. DOI logo.Google Scholar
(2015b) The dimensions of written expression: Language group and gender differences. Learning and Instruction. 35, 33–41. DOI logoGoogle Scholar
Babayiğit, S., & Stainthorp, R.
(2007) Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30(4), 394–413. DOI logo.Google Scholar
Berninger, V. W., & Amtmann, D.
(2003) Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: research into practice. In H. L. Swanson, K. Harris, S. Graham (Eds), Handbook of learning difficulties. New York, NY: Guildford Press.Google Scholar
Berninger, V. W., & Winn, W. D.
(2006) Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, J. Fitzgerald (Eds) Handbook of writing research. New York, NY: Guildford Press.Google Scholar
Berninger, V., & Graham, S.
(1998) Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11 – 25.Google Scholar
Bialystok, E., Craik, F. I. M., & Luk, G.
(2012) Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–250. DOI logoGoogle Scholar
Bialystok, E., Luk, G., Peets, K. F., & Yang, S.
(2010) Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525–531. DOI logoGoogle Scholar
Bishop, D. V. M.
(2003) Children’s communication checklist– 2. London: Pearson.Google Scholar
Bowyer-Crane, C., Fricke, S., Schaefer, B., Lervåg, A., & Hulme, C.
(2016) Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing, DOI logoGoogle Scholar
Burgoyne, K., Kelly, J. M., Whiteley, H. E., & Spooner, A.
(2009) The comprehension skills of children learning English as an additional language. British Journal of Educational Psychology, 79, 735–747. DOI logoGoogle Scholar
Burgoyne, K., Whiteley, H. E., & Hutchinson, J. M.
(2011) The development of comprehension and reading-related skills in children learning English as an additional language and their monolingual English-speaking peers. British Journal of Educational Psychology, 81, 344–354. DOI logoGoogle Scholar
Cameron, L.
(2002) Measuring vocabulary size in English as an additional language. Language Teaching Research, 6(2), 145–173. DOI logoGoogle Scholar
Cameron, L., & Besser, S.
(2004) Writing in English as an additional language at Key Stage 2 (rep. No. 586). [URL]
Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G., & Hulme, C.
(2012) Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23(6), 678–686. DOI logo.Google Scholar
Chall, J.
(1983) Learning to read: The great debate. New York, NY: Wiley & Sons.Google Scholar
Christian, D.
(1995) Two-way immersion education: Students learning through two languages. The Modern Language Journal, 80, 66–76. DOI logoGoogle Scholar
Collier, V. P., & Thomas, W. P.
(2004) The astounding effectiveness of dual language education for all. NABE: Journal of Research and Practice, 2(1), 1–20.Google Scholar
Cummins, J.
(2012) The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading and Writing, 25, 1973–1990. DOI logoGoogle Scholar
(2009) Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12, 261–272. DOI logoGoogle Scholar
(2000) Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.Google Scholar
(1996) Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education.Google Scholar
de Bot, K., & Gorter, D.
(2005) A European perspective on heritage languages. The Modern Language Journal, 89(4), 612–616.Google Scholar
De Bruin, A., Treccani, B., & Della Sala, S.
(2015) Cognitive advantages in bilingualism: An example of publication bias? Psychological Science, 26(1), 99–107. DOI logoGoogle Scholar
Demie, F., & Strand, S.
(2006) English language acquisition and educational attainment at the end of secondary school. Educational Studies, 32, 215–231. DOI logoGoogle Scholar
Department for Education
(2016) Schools, pupils and their characteristics: January 2016. Retrieved from [URL]
(2012, September). Phonics screening check and national curriculum assessments at Key Stage 1 in England, 2011/2012. Retrieved from [URL]
Dockrell, J. E., Connelly, V., Walter, K., & Critten, S.
(2014) Assessing children’s writing products: The role of curriculum based measures. British Educational Research Journal, 41(4), 575–595. DOI logo.Google Scholar
Dockrell, J. E., Stuart, M. & King, D.
(2010) Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80, 497–516. DOI logoGoogle Scholar
Duff F. J., Mengoni, S. E., Bailey, A. M., & Snowling, M. J.
(2015) Validity and sensitivity of the phonics screening check: implications for practice. Journal of Research in Reading, 38(2), 109–123. DOI logoGoogle Scholar
Farnia, F., & Geva, E.
(2013) Growth and predictors of change in English language learners’ reading comprehension. Journal of Research in Reading, 36(4), 389–421.Google Scholar
Freidman, N. P.
(2016) Research on individual differences in executive functions: Implications for the bilingual advantage hypothesis. Linguistic Approaches to Bilingualism, 6(5), 535–548. DOI logoGoogle Scholar
Fricke, S., & Millard, G.
(2016) A setting-based oral language intervention for nursery-aged children with English as an additional language. In. V. Murphy & M. Evangelou (Eds.), Early childhood education in English for speakers of other languages. London: The British CouncilGoogle Scholar
Gathercole, V. C., Thomas, E. M., Kennedy, I., Prys, C., Young, N., Viñas Guasch, N., Roberts, E. J., Hughes, E. K., & Jones, L.
(2014) Does language dominance affect cognitive performance in bilinguals? Life span evidence from pre-schoolers through older adults on cardsorting, Simon, and metalinguistic task. Frontiers in Psychology, 5, 1–14. DOI logoGoogle Scholar
Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D.
(Eds) (2006) Educating English language learners: A synthesis of research evidence. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Geva, E., & Wiener, J.
(2015) Psychological assessment of culturally and linguistically diverse children. New York, NY: Springer.Google Scholar
Geva, E., & Farnia, F.
(2012) Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing: An Interdisciplinary Journal, 25, 1819–1845. DOI logoGoogle Scholar
Goldfeld, S., O’Connor, M., Mithen, J., Sayers, M., & Brinkman, S.
(2014) Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort. International Journal of Behavioral Development, 38, 42–51. DOI logoGoogle Scholar
Goodman, R.
(1997) The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. DOI logoGoogle Scholar
Goodrich, J. M., Farrington, A. L., & Lonigan, C. J.
(2016) Relations between early reading and writing skills among Spanish-speaking language minority children. Reading and Writing, 29, 297–319. DOI logoGoogle Scholar
Gottardo, A., & Mueller, J.
(2009) Are first and second language factors related in predicting school language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101, 330–344. DOI logoGoogle Scholar
Gough, P., Hoover, W., & Patterson, C.
(1996) Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (eds.), Reading comprehension difficulties: Processes and intervention (pp. 1–13). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gough, P., & Tunmer, W.
(1986) Decoding, reading and reading disability. Remedial and Special Education, 7, 6–10. DOI logoGoogle Scholar
Graham, S., & Hebert, M.
(2011) Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. DOI logoGoogle Scholar
Halle, T., Hair, E., Wandner, L., McNamara, M., & Chien, N.
(2012) Predictors and outcomes of early versus later English language proficiency among English language learners. Early Childhood Research Quarterly, 27, 1–20. DOI logoGoogle Scholar
Hatcher, P. J., & Hulme, C.
(1999) Phonemes, rhymes and intelligence as predictors of children’s responsiveness to remedial reading instruction: Evidence from a longitudinal intervention study. Journal of Experimental Child Psychology, 72, 130–153 DOI logoGoogle Scholar
Harrison, G. L., Goegan, L. D., Jalbert, R., McManus, K., Sinclar, K., & Spurling, J.
(2016) Predictors of spelling and writing skills in first- and second-language learners. Reading and Writing, 29, 69–89. DOI logoGoogle Scholar
Hayashi, Y. & Murphy, V. A.
(2013) On the nature of morphological awareness in Japanese-English bilingual children: A cross-linguistic perspective. Bilingualism: Language and Cognition, 16(1), 49–67. DOI logoGoogle Scholar
Hølen-Tengesdal, I.
(2010) Is the Simple View of Reading too simple? Scandinavian Journal of Educational Research, 54(5), 451–469. DOI logoGoogle Scholar
Hoover, W. A., & Tunmer, W. E.
(1993) The components of reading. In G. B. Thompson, W. E. Tunmer, & T. Nicholson (Eds.), Reading acquisition processes (pp. 1–19). Clevedon: Multilingual Matters.Google Scholar
Hutchinson, J. M., Whiteley, H. E., Smith, C. D., & Connors, L.
(2003) The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26(1), 19–32. DOI logoGoogle Scholar
Issa, T., & Hatt, A.
(2013) Language, culture and identity in the early years. London: Bloomsbury.Google Scholar
Jean, M., & Geva, E.
(2009) The development of vocabulary in English as a second language children and its role in predicting word recognition ability. Applied Psycholinguistics, 30, 153–185. DOI logoGoogle Scholar
Jongejan, W., Verhoeven, L., & Siegel, L. S.
(2007) Predictors of reading and spelling abilities in first- and second-language learners. Journal of Educational Psychology, 99(4), 835–851 DOI logoGoogle Scholar
Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B.
(2012) Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45, 480–486. DOI logoGoogle Scholar
Kame’enui, E. J., & Simmons, D. C.
(2001) Introduction to this special issue: The DNA of reading fluency. Scientific Studies in Reading, 5(3), 203–210. DOI logoGoogle Scholar
Kan, R. T. Y., & Murphy, V. A.
In progress). The influence of frequency and idiomaticity on second language reading comprehension in children.
Koda, K.
(2012) Development of second language reading skills: Cross-linguistic perspectives. In. S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 303–316). Abingdon: Routledge.Google Scholar
Kondo-Brown, K.
(2010) Curriculum development for advancing heritage language competence: Recent research, current practices and a future agenda. Annual Review of Applied Linguistics, 30, 24–41. DOI logoGoogle Scholar
Lesaux, N. K., Crosson, A. C., Kieffer, M. J., & Pierce, M.
(2010) Uneven profiles: Language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31(6), 475–483. DOI logo.Google Scholar
Lesaux, N. K., Geva, E., Koda, K., Siegel, L. S., & Shanahan, T.
(2008) Development of literacy in second-language learners. In D. August & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the report of The National Literacy Panel on language-minority children and youth. New York, NY: Routledge/CALL.Google Scholar
Lesaux, N. K., Rupp, A. A., & Siegel, L. S.
(2007) Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821–834. DOI logoGoogle Scholar
Lipka, O., & Siegel, L. S.
(2007) The development of reading skills in children with English as a second language. Scientific Studies of Reading, 11(2), 105–131. DOI logoGoogle Scholar
Lindholm-Leary, K. J., & Block, N.
(2010) Achievement in predominantly low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43–60. DOI logoGoogle Scholar
Lindholm-Leary, K. J.
(2001) Dual language education. Clevedon: Multilingual Matters.Google Scholar
Lovett, W. M., De Palma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N., & Lacerenz, L.
(2008) Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41, 333–352. DOI logoGoogle Scholar
Mahon, M., & Crutchley, A.
(2006) Performance of typically-developing school-age children with English as an additional language on the British Picture Vocabulary Scales II. Child Language Teaching and Therapy, 22(3), 333 – 351. DOI logoGoogle Scholar
Mancilla-Martinez, J., & Lesaux, N. K.
(2010) Predictors of reading comprehension for struggling readings: The case of Spanish-speaking language minority learners. Journal of Educaitonal Psychology, 102, 701–711. DOI logoGoogle Scholar
Marinova-Todd, S., Siegel, L., & Mazabel, S.
(2013) The association between morphological awareness and literacy in English language learners from different language backgrounds. Topics in Language Disorders, 33(1), 93–107. DOI logoGoogle Scholar
Martinez, R., & Murphy, V.
(2011) The effect of frequency and idiomaticity on second language reading comprehension. TESOL Quarterly, 45, 267 – 290. DOI logoGoogle Scholar
Martinez, R., & Schmitt, N.
(2012) A phrasal expressions list. Applied Linguistics, 33, 299 – 320. DOI logoGoogle Scholar
Melby- Lervåg, M., & Lervåg, A.
(2014) Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin, 140(2), 409–433. DOI logo.Google Scholar
Murphy, V. A.
(2017) Literacy development in children with English as an Additional Language (EAL). In. J. Enever & E. Lindgren (Eds). Early language learning: Complexity and mixed methods. Bristol: Multilingual Matters.Google Scholar
Murphy, V. A., & Evangelou, M.
(Eds) (2016) Early childhood education in English for speakers of other languages. London: The British CouncilGoogle Scholar
Murphy, V. A., & Unthiah, A.
(2015) A systematic review of intervention research examining English language and literacy development in children with English as an additional language (EAL). Research Report for the Education Endowment Foundation.Google Scholar
Murphy, V. A., Kyriacou, M., & Menon, P.
(2015) Profiling writing challenges in children with English as an Additional Language. Report for The Nuffield Foundation. [URL]
Murphy, V. A.
(2014) Second language learning in the early school years: Trends and contexts. Oxford: Oxford University Press.Google Scholar
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J.
(2004) Phonemes, rimes and language skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 663–681. DOI logoGoogle Scholar
Nakamoto, J., Lindsey, K. A. & Manis, F. R.
(2007) A longitudinal analysis of English language learners’ word decoding and reading comprehension. Reading and Writing, 20, 691–719. DOI logoGoogle Scholar
Nation, K.
(2005) Children’s reading comprehension difficulties. In M. J. Snowling & C. Hulme (Eds), The science of reading: A handbook (pp. 248–265). Oxford: Blackwell. DOI logoGoogle Scholar
Nation, K., & Snowling, M.
(2004) Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342356. DOI logoGoogle Scholar
Nation, K., Clarke, P., Marshall, C. M., & Durand, M.
(2004) Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment. Journal of Speech, Hearing & Language Research, 47, 199–211. DOI logoGoogle Scholar
Nation, K., Cocksey, J., Taylor, J. S. H., & Bishop, D.
(2010) A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology & Psychiatry, 51(9), 1031–1039. DOI logoGoogle Scholar
OECD
(2013) PISA 2012 Results: Excellence through equity: Giving every student the chance to succeed (Vol. II). PISA: OECD Publishing.
https://doi.org/
 DOI logo
Paap, K. R., & Greenberg, Z. I.
(2013) There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232–258. DOI logoGoogle Scholar
Pan, J., Song, S., Su, M., McBridge, C., Liu, H., Zhang, Y, Li, H., & Shu, H.
(2015) On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year longitudinal study. Developmental Science, 19(6), 982–991. DOI logoGoogle Scholar
Parkes, J., & Ruth, T.
(2011) How satisfied are parents of students in dual language education programs?: ‘Me parece maravillosa la gran oportunidad que les están dando a esto niños’. International Journal of Bilingual Education and Bilingualism, 14(6), 701–718. DOI logoGoogle Scholar
Pasquarella, A., Chen, X., Gottardo, A., & Geva, E.
(2015) Common and language-specific processes in word reading accuracy and fluency: Comparing cross-language transfer between Spanish-English and Chinese-English bilinguals. Journal of Educational Psychology, 107, 96–110. DOI logoGoogle Scholar
Pawley, A., & Syder, F.
(1983) Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 191–226). London: Longman.Google Scholar
Prevoo, M. J. L., Malda, M., Mesman, J., & van IJzendoorn, M. H.
(2015) Within- and cross-language relations between oral language proficiency and school outcomes in bilingual children with an immigrant background: A meta-analytical study. Review of Educational Research. DOI logoGoogle Scholar
Prior, A., Goldina, A., Shany, M., Geva, E., & Katzir, T.
(2014) Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing, 27, 1467–1484. DOI logoGoogle Scholar
Proctor, C. P., Carlo, M., August, D., & Snow, C.
(2005) Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246 – 256. DOI logoGoogle Scholar
Ramirez, G., Chen, X., & Pasquarella, A.
(2013) Cross-linguistic transfer of morphological awareness in Spanish-speaking ELLs: The facilitating effect of cognate knowledge. Topics in Language Disorders, 33, 73–92. DOI logoGoogle Scholar
Romaine, S.
(1995) Bilingualism (2nd ed.). Oxford: BlackwellGoogle Scholar
Rose, J.
(2006) Independent review of the teaching of early reading: Final report. London: Department for Education and Skills Publications.Google Scholar
Rosselli, M., Ardila, A., Lalwani, L. N., & Vélez-Uribe, I.
(2016) The effect of language proficiency on executive functions in balanced and unbalanced Spanish-English bilinguals. Bilingualism: Language and Cognition, 19(3), 489–503. DOI logoGoogle Scholar
Sammons, P., Toth, K., & Sylva, K.
(2015) Background to success: Differences in A-level entries by ethnicity, neighbourhood and gender. Report for the Sutton Trust. London.Google Scholar
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B.
(2015) The long-term role of the home learning environment in shaping students’ academic attainment in secondary school. Journal of Children’s Services, 10(3), 189–201 DOI logoGoogle Scholar
Silverman, R. D., Speece, D. L., Harring, J. R. & Ritchey, K. D.
(2013) Fluency has a role in the Simple View of Reading. Scientific Studies of Reading, 17(2), 108–133. DOI logoGoogle Scholar
Smith, S. A., & Murphy, V. A.
(2015) Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing, 28, 347–369. DOI logoGoogle Scholar
Snow, C. E., Lawrence, J. F., & White, C.
(2009) Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2, 325 – 344. DOI logoGoogle Scholar
Snowling, M., Stothard, S. E., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E.
, et al. (2009) York assessment of reading for comprehension. London: GL Assessment.Google Scholar
Strand, S., & Demie, F.
(2005) English language acquisition and educational attainment at the end of primary school. Educational Studies, 31, 275–291. DOI logoGoogle Scholar
Strand, S., Malmberg, L. & Hall, J.
(2015) English as an additional language (EAL) and educational achievement in England: An analysis of the National Pupil Database. Report for the Educational Endowment Foundation. London.Google Scholar
Sylva, K.
(2014) The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40, 680–695. DOI logoGoogle Scholar
United Nations Population Fund
(2015) Migration. Retrieved from [URL]
Verhoeven, L.
(1990) Acquisition of reading in a second language. Reading Research Quarterly, 25(2), 91–113. DOI logoGoogle Scholar
(2000) Components of early second language reading and spelling. Scientific Studies of Reading, 4, 313–330. DOI logoGoogle Scholar
Verhoeven, L., & van Leeuwe, J.
(2012) The simple view of second language reading throughout the primary grades. Reading and Writing, 25(8), 1805–1818. DOI logoGoogle Scholar
Verhoeven, L., & Vermeer, A.
(2006) Literacy achievement of children with intellectual disabilities and differing linguistic backgrounds. Journal of Intellectual Disability Research, 50(10), 725–738. DOI logoGoogle Scholar
Wechsler, D.
(2005) Wechsler individual achievement test (2nd UK ed.). London: Harcourt.Google Scholar
Whiteside, K. E., Gooch, D., & Norbury, C. F.
(2016) English language proficiency and early school attainment among children learning English as an additional language. Child Development, DOI logoGoogle Scholar
Wiig, E. H., Semel, E., & Secord, W. A.
(2013) Clinical evaluation of linguistic fundamentals. Harlow: Pearson.Google Scholar
Wray, A.
(2002) Formulaic language and the lexicon. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Cited by

Cited by 4 other publications

Booton, Sophie A., Prerna Menon, Maria Kyriacou & Victoria A. Murphy
2024. Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language. Reading and Writing DOI logo
Howard, Katie B., Napoleon Katsos & Jenny L. Gibson
2021. Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings. British Educational Research Journal 47:2 ► pp. 427 ff. DOI logo
Oxley, Emily, Hannah M. Nash & Anna R. Weighall
2024. Consensus building using the Delphi method in educational research: a case study with educational professionals. International Journal of Research & Method in Education ► pp. 1 ff. DOI logo
Wealer, Cyril, Silke Fricke, Ariana Loff & Pascale M. J. Engel de Abreu
2022. Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context. Reading and Writing 35:5 ► pp. 1265 ff. DOI logo

This list is based on CrossRef data as of 22 april 2024. 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.