Publications
Lyddy, Fiona and Christine E. Parsons. 2016. A longitudinal study of early reading development in two languages: comparing literacy outcomes in Irish immersion, English medium and Gaeltacht schools. International Journal of Bilingual Education and Bilingualism 19 (5) : 511–529. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Bus, Adriana and Geofrey Tambulukani. 2012. Linguistic Diversity: A Contributory Factor to Reading Problems in Zambian Schools. Applied Linguistics 33 (2) : 141–160. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Rémi, Cornelia. 2011. Reading as playing. The cognitive challenge of the wimmelbook. In Kümmerling-Meibauer, Bettina, ed. Emergent Literacy. Children's books from 0 to 3. (Studies in Written Language and Literacy 13). John Benjamins. pp. 115–140. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
McNaughton, Stuart, Meaola Toloa and Mei Lai. 2009. Biliteracy and language development in Samoan bilingual classrooms: the effects of increasing English reading comprehension. International Journal of Bilingual Education and Bilingualism 12 (5) : 513–531. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Lyddy, Fiona and Christine Parsons. 2009. The sequencing of formal reading instruction: reading development in bilingual and English-medium schools in Ireland. International Journal of Bilingual Education and Bilingualism 12 (5) : 493–512. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Szabo Wankoff, Lorain and Helen Smith Cairns. 2009. Why Ambiguity Detection Is a Predictor of Early Reading Skill. Communication Disorders Quarterly 30 (3) : 183–192. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Bialostok, Steven. 2008. Using critical metaphor analysis to extract parents' cultural models of how their children learn to read. Critical Inquiry in Language Studies 5 (2) : 109–147. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Gupta, Ashum and Gulgoona Jamal. 2007. Reading strategies of bilingual normally progressing and dyslexic readers in Hindi and English. Applied Psycholinguistics 28 (1) : 47–68. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Lutjeharms, Madeline. 2007. Processing levels in foreign-language reading. In Thije, Jan D. ten and Ludger Zeevaert, eds. Receptive Multilingualism. Linguistic analyses, language policies and didactic concepts. (Hamburg Studies on Multilingualism 6). John Benjamins. pp. 265–284. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Walter, Catherine. 2007. First- to second-language reading comprehension: not transfer, but access. International Journal of Applied Linguistics 17 (1) : 14–37. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Winskel, H. and vivilia Widjaja. 2007. Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers. Applied Psycholinguistics 28 (1) : 23–45. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Robertson, Leena Helavaara. 2006. Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes. Language & Education 20 (1) : 44–61. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Saiegh-Haddad, Elinor. 2003. Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics 24 (3) : 431–451. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Pichette, François, Norman Segalowitz and K. Connors. 2003. Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo-Croatian Learning French. The Modern Language Journal 87 (3) : 391–403. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Wang, Min and Esther Geva. 2001. The development of basic reading skills in children: a cross-language perspective. Annual Review of Applied Linguistics 21 : 182–204. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)