Article published In:
Literacy Processes and Literacy Development
Edited by Pieter Reitsma and Ludo Verhoeven
[Written Language & Literacy 8:2] 2005
► pp. 103130
Cited by

Cited by 10 other publications

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2021. Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading. Reading Research Quarterly 56:S1 DOI logo
Kahn‐Horwitz, Janina, Mila Schwartz & David Share
2011. Acquiring the complex English orthography: a triliteracy advantage?. Journal of Research in Reading 34:1  pp. 136 ff. DOI logo
Le Pichon, Emmanuelle & Maretha de Jonge
2016. Linguistic and psychological perspectives on prolonged periods of silence in dual-language learners. International Journal of Bilingual Education and Bilingualism 19:4  pp. 426 ff. DOI logo
Mirza, Amna & Alexandra Gottardo
2023. The Role of Context in Learning to Read Languages That Use Different Writing Systems and Scripts: Urdu and English. Languages 8:1  pp. 86 ff. DOI logo
Ne'eman, Ariel & Shelley Shaul
2021. Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade. Frontiers in Psychology 12 DOI logo
Schwartz, Mila
2008. Exploring the Relationship between Family Language Policy and Heritage Language Knowledge Among Second Generation Russian–Jewish Immigrants in Israel. Journal of Multilingual and Multicultural Development 29:5  pp. 400 ff. DOI logo
Shahar-Yames, Daphna, Zohar Eviatar & Anat Prior
2018. Separability of Lexical and Morphological Knowledge: Evidence from Language Minority Children. Frontiers in Psychology 9 DOI logo
2017. Maternal beliefs in children’s bilingualism: A case study on Korean mothers in the United States. International Journal of Early Childhood Education 23:1  pp. 23 ff. DOI logo
[no author supplied]

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