Aprender a leer y escribir en inglés como segunda lengua: un estudio de revisión en Canadá y EE. UU.
DOI:
https://doi.org/10.35362/rie520616Palabras clave:
aprender inglés como segunda lengua, niños hispanohablantes, aprender a leer y escribir, procesos cognitivos, aprendizaje de una segunda lengua y dificultades de aprendizaje, evisión de estudiosResumen
El objetivo de esta revisión es dar a conocer la investigación realizada con niños que aprenden a leer y escribir en inglés como segunda lengua, focalizada especialmente en niños hispanohablantes que viven en Canadá y los Estados Unidos, ya que el auge de la inmigración de la población hispana en estos países ha propiciado un interés cada vez mayor de los investigadores por el tema. En este artículo se exponen las principales teorías explicativas sobre el aprendizaje de la lectura y escritura en una segunda lengua y, al mismo tiempo, se analizan las habilidades que son críticas para tal fin. Llegado a este punto se ha tratado de sintetizar el aporte de la investigación realizada hasta ahora sobre el aprendizaje de la lectura y escritura en una segunda lengua para, finalmente, abordar uno de los temas de mayor debate en este campo de estudio: el referido a las relaciones entre aprendizaje de una segunda lengua y dificultades de aprendizaje, haciendo hincapié en la importancia de encontrar mecanismos de identificación temprana para poder ofrecer servicios de apoyo que permitan prevenir dichos problemas, teniendo en cuenta la elevada proporción de niños de habla no inglesa que presenta dificultades en dicho campo.
Descargas
Citas
Abedi, Jamal (2002). «Assessment and Accommodations of English Language Learners: Issues, Concerns, and Recommendations», en Journal of School Improvement, vol. 3, n.º 1.
Abu-Rabia, Salim y Siegel, Linda S. (2002). «Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children», en Journal of Psycholinguistic Research, vol. 31, n.º 6.
Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print. Cambridge: mit Press.
Ambert, Alba N. (1986). «Identifying Language Disorders in Spanish-Speakers», en Journal of Reading, Writing, and Learning Disabilities International, vol. 2, n.º 1.
August, Diane y Hakuta, Kenji (eds.) (1997). Improving Schooling for Language-Minority Learners. Washington, dc: National Academy Press.
August, Diane y otros (2005). «The Critical Role of Vocabulary Development for English Language Learners», en Learning Disabilities Research and Practice, vol. 20, n.º 1.
August, Diane y Shanahan, Timothy (eds.) (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah: Lawrence Erlbaum Associates. Disponible en: <http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf>.
August, Diane y Shanahan, Timothy (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. Nueva York: Taylor & Francis.
Avalos, Mary A. (2003). «Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models», en Bilingual Research Journal, vol. 27, n.º 2.
Baddeley, Alan (1986). Working Memory. Nueva York: Oxford University Press.
Barrio Barrio, José Félix (dir.) (2000). Situación del español y actuaciones de la Consejería de Educación y Ciencia en Canadá. Ottawa: Oficina de Educación y Ciencia, Embajada de España.
Berninger, Virginia W. y otros (2002). «Writing and Reading: Connections between Language by Hand and Language by Eye», en Journal of Learning Disabilities, vol. 35, n.º 1.
Bradley, Lynne y Bryant, Peter (1983). «Categorizing Sounds and Learning to Read –a Causal Connection», en Nature, n.º 301.
Carlino, Florencia (2006). «La enseñanza del español como lengua de origen en países no hispanos. La experiencia canadiense», en Revista Iberoamericana de Educación, vol., n.º 38/2. Disponible en: <http://www.rieoei.org/deloslectores/1199Carlino.pdf>.
Carlisle, Joanne y otros (1999). «Relationship of Metalinguistic Capabilities and Reading Achievement for Children who are Becoming Bilingual», en Applied Psycholinguistics, vol. 20, n.º 4.
Carver, R.P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text. Journal of Reading Behavior, vol. 26.
Chall, Jeanne S. (1987). «Two Vocabularies for Reading: Recognition and Meaning», en Margaret G. McKeown y Mary E. Curtis (eds.), The Nature of Vocabulary Acquisition. Hillsdale: Lawrence Erlbaum Associates.
Chall, Jeanne S. (1996). Stages of Reading Development. (2.a ed.). Fort Worth: Harcourt Brace College Publishers.
Chiappe, Penny y Siegel, Linda S. (1999). «Phonological Awareness and Reading Acquisition in English and Punjabi-Speaking Canadian Children», en Journal of Educational Psychology, vol. 91, n.º 1.
Chiappe, Penny, Siegel, Linda S. y Wade-Woolley, Lesly (2002). «Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study», en Scientific Studies of Reading, vol. 6, n.º 4.
Cisero, Cheryl A. y Royer, James M. (1995). «The Development and Cross-Language Transfer of Phonological Awareness», en Contemporary Educational Psychology, vol. 20, n.º 3.
Cummins, James (1979). «Linguistic Interdependence and the Educational Development of Bilingual Children», en Review of Educational Research, vol. 49, n.º 2.
D’Angiulli, Amedeo, Siegel, Linda S. y Serra, Emily (2001). «Development of Reading in English and Italian in Bilingual Children», en Applied Psycholinguistics, vol. 22, n.º 4.
Da Fontoura, Helena A. y Siegel, Linda S. (1995). «Reading, Syntactic, and Working Memory Skills of Bilingual Portuguese-English Canadian Children», en Reading and Writing: An Interdisciplinary Journal, vol. 7, n.º 1.
Durgunoglu, Aydin Y., Nagy, William E. y Hancin-Bhatt, Barbara J. (1993). «Cross-Language Transfer of Phonological Awareness», en Journal of Educational Psychology, vol. 85, n.º 3.
Ehri, Linnea C. y Wilce, Lee S. (1980). «The Influence of Orthography on Readers’ Conceptualization of the Phonemic Structure of Words», en Applied Psycholinguistics, vol. 1, n.º 4.
Fitzgerald, Jill (1995a). «English-as-a-Second-Language Reading Instruction in the United States: A Research Review», en Journal of Reading Behavior, vol. 27, n.º 2.
Fitzgerald, Jill (1995b). «English-as-a-Second-Language Learners’ Cognitive Reading Processes: A Review of Research in the United States», en Review of Educational Research, vol. 65, n.º 2.
Fitzgerald, Jill y Shanahan, Timothy (2000). «Reading and Writing Relations and Their Development», en Educational Psychologist, vol. 35, n.º 1.
Geva, Esther, Yaghoub-Zadeh, Zhoreh y Schuster, Barbara (2000). «Part iv: Reading and Foreign Language Learning: Understanding Individual Differences in Word Recognition Skills of esl Children», en Annals of Dyslexia, vol. 50, n.º 1.
Geva, Esther y Siegel, Linda S. (2000). «Orthographic and Cognitive Factors in the Concurrent Development of Basic Reading Skills in Two Languages», en Reading and Writing: An Interdisciplinary Journal, vol. 12, n.os 1-2.
Gombert, Jean Émile (1992). Metalinguistic Development. Chicago: Chicago University Press.
Gottardo, Alejandra (2002). «The Relationship between Language and Reading Skills in Bilingual Spanish-English Speakers», en Topics in Language Disorders, vol. 22, n.º 5.
Gottardo, Alejandra y otros (2001). «Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing», en Journal of Educational Psychology, vol. 93, n.º 3.
Hakuta, Kenji (1990). «Language and Cognition in Bilingual Children», en Amado M. Padilla, Halrford H. Fairchild y Concepción M Valdez y (eds.), Bilingual Education: Issues and Strategies. Newbury Park: Sage Publications.
Høien, Torlei y otros (1995). «Components of Phonological Awareness», en Reading and Writing: An Interdisciplinary Journal, vol. 7, n.º 2.
Jiménez, Juan E. (1992). «Metaconocimiento fonológico: un estudio descriptivo sobre una muestra de niños prelectores en edad escolar», en revista Infancia y Aprendizaje, n.º 57.
Jiménez, Juan E. y Haro, Carmen (1995). «Effects of Word Linguistic Properties on Phonological Awareness in Spanish Children», en Journal of Educational Psychology, vol. 87, n.º 2.
Jiménez, Juan E. y O’Shanahan, Isabel (2008). «Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa», en Revista Iberoamericana de Educación, vol., n.º 45/5. Disponible en: <http://www.rieoei.org/deloslectores/2362JimenezV2.pdf>.
Juel, Connie (1988). «Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades», en Journal of Educational Psychology, vol. 80, n.º 4.
Kame´enui, Edward y Simmons, Deborah (2001). «Introduction to This Special Issue: The dna of Reading Fluency», en Scientific Studies of Reading, vol. 5, n.º 3.
Klingner, Janette K., Artiles, Afredo J. y Méndez Barletta, Laura (2006). «English Language Learners Who Struggle With Reading. Language Acquisition or LD?», en Journal of Learning Disabilities, vol. 39, n.º 2.
Knight, Stephanie L., Padron, Yolanda N. y Waxman, Hersholt C. (1985). «The Cognitive Reading Strategies of esl Students», en tesol Quarterly, vol. 19, n.º 4. Teachers of English to Speakers of Other Languages, Inc. (tesol).
Lesaux, Nonie K. y Siegel, Linda S. (2003). «The Development of Reading in Children Who Speak English as a Second Language», en Developmental Psychology, vol. 39, n.º 6.
Liberman, Isabelle y otros (1974). «Explicit Syllable and Phoneme Segmentation in the Young Child», en Journal of Experimental Child Psychology, vol. 18, n.º 2.
Lindgren, Scott D., de Renzi, Ennio y Richman Lynn C. (1985). «Cross-National Comparisons of Developmental Dyslexia in Italy and the United States», en Child Development, vol. 56, n.º 6.
Lindsey, Kim A., Manis, Franklin, R., Bailey, Caroline E. (2003). «Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners», en Journal of Educational Psychology, vol. 95, n.º 3.
Lipka, Orly, Siegel, Linda S. y Vukovic, Rose (2005). «The Literacy Skills of English Language Learners in Canada», en Learning Disabilities Research y Practice, vol. 20, n.º 1.
Lundberg, Ingvar, Frost, Jørgen y Petersen, Ole-Peter (1988). «Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children», en Reading Research Quarterly, vol. 23, n.º 3.
Lundberg, Ingvar, Oloffson, Åke y Wall, Stig (1980). «Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten», en Scandinavian Journal of Psychology, vol. 21, n.º 1.
MacSwan, Jeff, Rolstad, Kellie, Glass, Gene V. (2002). «Do Some School-Age Children Have No Language? Some Problems of Construct Validity in the Pre-LAS Espanoll», en Bilingual Research Journal, vol. 26, n.º 2.
Manis, Franklin R., Lindsey, Kim A., Bailey, Caroline E. (2004). «Development of Reading in Grades K-2 in Spanish-Speaking English-Language Learners», en Learning Disabilities Research and Practice/Council for Exceptional Children, vol. 19, n.º 4.
Miramontes, Ofelia B. (1987). «Oral Reading Miscues of Hispanic Students: Implications for Assessment of Learning Disabilities», en Journal of Learning Disabilities, vol. 20, n.º 10.
Nces (2003). National Assessment of Educational Progress 2003, Reading Assessments. Washington, dc: us Department of Education, ies.
Nichd (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institutes of Health (nih) Publication n.º 00-4754. Washington, dc: us Government Printing Office.
Oller, J.W. (1991). Language testing research: Lessons applied to LEP students and programs. En Proceedings of the first research symposium on limited English proficient students’ issues: Focus on evaluation and measurement: Vol 2 (pp. 42-123). Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs.
Padron, Yolanda N. y Waxman, Hersholt C. (1988). «The Effect of esl Students’ Perceptions of Their Cognitive Strategies on Reading Achievement», en tesol Quarterly, vol. 22, n.º 1.
Perfetti, Charles A. (1985). Reading Ability. Nueva York: Oxford University.
Perfetti, Charles A. (1999). «Comprehending Written Language: A Blueprint of the Reader», en Colin M. Brown y Peter Hagoot (eds.), The Neurocognition of Language. Nueva York: Oxford University Press.
Quiroga, Teresa y otros (2002). «Phonological Awareness and Beginning Reading in Spanish-Speaking esl First Graders: Research into Practice», en Journal of School Psychology, vol. 40, n.º 1.
Schmidley, Dianne (2003). «The Foreign-Born Population in the United States: March 2002», en Current Population Reports, P20-539, us Census Bureau. Washington, dc. Disponible en: <http://www.census.gov/prod/2003pubs/p20-539.pdf>.
Siegel, Linda S. (1992). «An Evaluation of the Discrepancy Definition of Dyslexia», en Journal of Learning Disabilities, vol. 25, n.º 10.
Siegel, Linda S. (1993). «The Development of Reading», en Hayne W. Reese (ed.), Advances in Child Development and Behavior, vol. 24. San Diego: Academic Press.
Siegel, Linda S. (2002). «Bilingualism and Reading», en Ludo Verhoeven, Carsten Elbro y Pieter Reitsma (eds.), Precursors of Functional Literacy. Philadelphia: John Benjamins. (Serie Studies in Written Language and Literacy, n.º 11).
Snow, Catherine E., Burns, M. Susan y Griffin, Peg (1998). Preventing Reading Difficulties in Young Children. Washington, dc: National Academy Press.
Stanovich, Keith E. (1986). «Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity», en Joseph K. Torgesen y Bernice Y. L. Wong (eds.), Psychological and Educational Perspectives in Learning Disabilities. Nueva York: Academy Press.
Stanovich, Keith E. y Siegel, Linda S. (1994). «Phenotypic Performance Profile of Children with Reading Disabilities: A Regression-Based Test of the Phonological-Core Variable-Difference Mode», en Journal of Educational Psychology, vol. 86, n.º 1.
Statistics Canada (2005). <http://www.statcan.gc.ca/>. (Consulta: 24-7-05).
Swanson, H. Lee y Siegel, Linda (2001). «Learning Disabilities as a Working Memory Deficit», en Issues in Education: Contributions from Educational Psychology, vol. 7, n.º 1.
Swanson, H. Lee y Sáez, Leilani (2003). «Memory Difficulties in Children and Adults with Learning Disabilities», en H. Lee Swanson, Karen R. Harris, y Steve Graham (eds.), Handbook of Learning Disabilities. Nueva York: The Guilford Press.
Treiman, Rebecca (1991). «Phonological Awareness and its Roles in learning to Read and Spell», en Diane J. Sawyer y Barbara J. Fox (eds.), Phonological Awareness in Reading: The Evolution of Current Perspective. Nueva York: Springer-Verlag.
Treiman, Rebecca (1992). «The Role of Intrasyllabic Units in Learning to Read and Spell», en Philip. B. Gough, Linnea C. Ehri y Rebecca Treiman, Reading Acquisition. Hillsdale: Lawrence Erlbaum Associates.
Us Departament of Education (ed) - nichd (2003). Symposium summary. National Symposium on Learning Disabilities and English Language Learners. Washington, dc.
Zehler, Annette M., y otros (2003). Descriptive Study of Services to Lep Students and Lep Students with Disabilities: Volume I Research Report. Arlington: Development Associates, Inc.
Wagner, Richard K., Torgesen, Joseph K. y Rashotte, Carol A. (1994). «Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study», en Developmental Psychology, vol. 30, n.º 1.
Wade-Woolley, Lesly y Siegel, Linda S. (1997). «The Spelling Performance of ESL and Native Speakers of English as a Function of Reading Skill», en Reading and Writing: An Interdisciplinary Journal, vol. 9, núm. 5-6.
Wilkinson, Gary, S. (1993). The Wide Range Achievement Test 3. Wilmington: Jastak Associates.
Abu-Rabia, Salim y Siegel, Linda S. (2002). «Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children», en Journal of Psycholinguistic Research, vol. 31, n.º 6.
Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print. Cambridge: mit Press.
Ambert, Alba N. (1986). «Identifying Language Disorders in Spanish-Speakers», en Journal of Reading, Writing, and Learning Disabilities International, vol. 2, n.º 1.
August, Diane y Hakuta, Kenji (eds.) (1997). Improving Schooling for Language-Minority Learners. Washington, dc: National Academy Press.
August, Diane y otros (2005). «The Critical Role of Vocabulary Development for English Language Learners», en Learning Disabilities Research and Practice, vol. 20, n.º 1.
August, Diane y Shanahan, Timothy (eds.) (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah: Lawrence Erlbaum Associates. Disponible en: <http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf>.
August, Diane y Shanahan, Timothy (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. Nueva York: Taylor & Francis.
Avalos, Mary A. (2003). «Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models», en Bilingual Research Journal, vol. 27, n.º 2.
Baddeley, Alan (1986). Working Memory. Nueva York: Oxford University Press.
Barrio Barrio, José Félix (dir.) (2000). Situación del español y actuaciones de la Consejería de Educación y Ciencia en Canadá. Ottawa: Oficina de Educación y Ciencia, Embajada de España.
Berninger, Virginia W. y otros (2002). «Writing and Reading: Connections between Language by Hand and Language by Eye», en Journal of Learning Disabilities, vol. 35, n.º 1.
Bradley, Lynne y Bryant, Peter (1983). «Categorizing Sounds and Learning to Read –a Causal Connection», en Nature, n.º 301.
Carlino, Florencia (2006). «La enseñanza del español como lengua de origen en países no hispanos. La experiencia canadiense», en Revista Iberoamericana de Educación, vol., n.º 38/2. Disponible en: <http://www.rieoei.org/deloslectores/1199Carlino.pdf>.
Carlisle, Joanne y otros (1999). «Relationship of Metalinguistic Capabilities and Reading Achievement for Children who are Becoming Bilingual», en Applied Psycholinguistics, vol. 20, n.º 4.
Carver, R.P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text. Journal of Reading Behavior, vol. 26.
Chall, Jeanne S. (1987). «Two Vocabularies for Reading: Recognition and Meaning», en Margaret G. McKeown y Mary E. Curtis (eds.), The Nature of Vocabulary Acquisition. Hillsdale: Lawrence Erlbaum Associates.
Chall, Jeanne S. (1996). Stages of Reading Development. (2.a ed.). Fort Worth: Harcourt Brace College Publishers.
Chiappe, Penny y Siegel, Linda S. (1999). «Phonological Awareness and Reading Acquisition in English and Punjabi-Speaking Canadian Children», en Journal of Educational Psychology, vol. 91, n.º 1.
Chiappe, Penny, Siegel, Linda S. y Wade-Woolley, Lesly (2002). «Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study», en Scientific Studies of Reading, vol. 6, n.º 4.
Cisero, Cheryl A. y Royer, James M. (1995). «The Development and Cross-Language Transfer of Phonological Awareness», en Contemporary Educational Psychology, vol. 20, n.º 3.
Cummins, James (1979). «Linguistic Interdependence and the Educational Development of Bilingual Children», en Review of Educational Research, vol. 49, n.º 2.
D’Angiulli, Amedeo, Siegel, Linda S. y Serra, Emily (2001). «Development of Reading in English and Italian in Bilingual Children», en Applied Psycholinguistics, vol. 22, n.º 4.
Da Fontoura, Helena A. y Siegel, Linda S. (1995). «Reading, Syntactic, and Working Memory Skills of Bilingual Portuguese-English Canadian Children», en Reading and Writing: An Interdisciplinary Journal, vol. 7, n.º 1.
Durgunoglu, Aydin Y., Nagy, William E. y Hancin-Bhatt, Barbara J. (1993). «Cross-Language Transfer of Phonological Awareness», en Journal of Educational Psychology, vol. 85, n.º 3.
Ehri, Linnea C. y Wilce, Lee S. (1980). «The Influence of Orthography on Readers’ Conceptualization of the Phonemic Structure of Words», en Applied Psycholinguistics, vol. 1, n.º 4.
Fitzgerald, Jill (1995a). «English-as-a-Second-Language Reading Instruction in the United States: A Research Review», en Journal of Reading Behavior, vol. 27, n.º 2.
Fitzgerald, Jill (1995b). «English-as-a-Second-Language Learners’ Cognitive Reading Processes: A Review of Research in the United States», en Review of Educational Research, vol. 65, n.º 2.
Fitzgerald, Jill y Shanahan, Timothy (2000). «Reading and Writing Relations and Their Development», en Educational Psychologist, vol. 35, n.º 1.
Geva, Esther, Yaghoub-Zadeh, Zhoreh y Schuster, Barbara (2000). «Part iv: Reading and Foreign Language Learning: Understanding Individual Differences in Word Recognition Skills of esl Children», en Annals of Dyslexia, vol. 50, n.º 1.
Geva, Esther y Siegel, Linda S. (2000). «Orthographic and Cognitive Factors in the Concurrent Development of Basic Reading Skills in Two Languages», en Reading and Writing: An Interdisciplinary Journal, vol. 12, n.os 1-2.
Gombert, Jean Émile (1992). Metalinguistic Development. Chicago: Chicago University Press.
Gottardo, Alejandra (2002). «The Relationship between Language and Reading Skills in Bilingual Spanish-English Speakers», en Topics in Language Disorders, vol. 22, n.º 5.
Gottardo, Alejandra y otros (2001). «Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing», en Journal of Educational Psychology, vol. 93, n.º 3.
Hakuta, Kenji (1990). «Language and Cognition in Bilingual Children», en Amado M. Padilla, Halrford H. Fairchild y Concepción M Valdez y (eds.), Bilingual Education: Issues and Strategies. Newbury Park: Sage Publications.
Høien, Torlei y otros (1995). «Components of Phonological Awareness», en Reading and Writing: An Interdisciplinary Journal, vol. 7, n.º 2.
Jiménez, Juan E. (1992). «Metaconocimiento fonológico: un estudio descriptivo sobre una muestra de niños prelectores en edad escolar», en revista Infancia y Aprendizaje, n.º 57.
Jiménez, Juan E. y Haro, Carmen (1995). «Effects of Word Linguistic Properties on Phonological Awareness in Spanish Children», en Journal of Educational Psychology, vol. 87, n.º 2.
Jiménez, Juan E. y O’Shanahan, Isabel (2008). «Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa», en Revista Iberoamericana de Educación, vol., n.º 45/5. Disponible en: <http://www.rieoei.org/deloslectores/2362JimenezV2.pdf>.
Juel, Connie (1988). «Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades», en Journal of Educational Psychology, vol. 80, n.º 4.
Kame´enui, Edward y Simmons, Deborah (2001). «Introduction to This Special Issue: The dna of Reading Fluency», en Scientific Studies of Reading, vol. 5, n.º 3.
Klingner, Janette K., Artiles, Afredo J. y Méndez Barletta, Laura (2006). «English Language Learners Who Struggle With Reading. Language Acquisition or LD?», en Journal of Learning Disabilities, vol. 39, n.º 2.
Knight, Stephanie L., Padron, Yolanda N. y Waxman, Hersholt C. (1985). «The Cognitive Reading Strategies of esl Students», en tesol Quarterly, vol. 19, n.º 4. Teachers of English to Speakers of Other Languages, Inc. (tesol).
Lesaux, Nonie K. y Siegel, Linda S. (2003). «The Development of Reading in Children Who Speak English as a Second Language», en Developmental Psychology, vol. 39, n.º 6.
Liberman, Isabelle y otros (1974). «Explicit Syllable and Phoneme Segmentation in the Young Child», en Journal of Experimental Child Psychology, vol. 18, n.º 2.
Lindgren, Scott D., de Renzi, Ennio y Richman Lynn C. (1985). «Cross-National Comparisons of Developmental Dyslexia in Italy and the United States», en Child Development, vol. 56, n.º 6.
Lindsey, Kim A., Manis, Franklin, R., Bailey, Caroline E. (2003). «Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners», en Journal of Educational Psychology, vol. 95, n.º 3.
Lipka, Orly, Siegel, Linda S. y Vukovic, Rose (2005). «The Literacy Skills of English Language Learners in Canada», en Learning Disabilities Research y Practice, vol. 20, n.º 1.
Lundberg, Ingvar, Frost, Jørgen y Petersen, Ole-Peter (1988). «Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children», en Reading Research Quarterly, vol. 23, n.º 3.
Lundberg, Ingvar, Oloffson, Åke y Wall, Stig (1980). «Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten», en Scandinavian Journal of Psychology, vol. 21, n.º 1.
MacSwan, Jeff, Rolstad, Kellie, Glass, Gene V. (2002). «Do Some School-Age Children Have No Language? Some Problems of Construct Validity in the Pre-LAS Espanoll», en Bilingual Research Journal, vol. 26, n.º 2.
Manis, Franklin R., Lindsey, Kim A., Bailey, Caroline E. (2004). «Development of Reading in Grades K-2 in Spanish-Speaking English-Language Learners», en Learning Disabilities Research and Practice/Council for Exceptional Children, vol. 19, n.º 4.
Miramontes, Ofelia B. (1987). «Oral Reading Miscues of Hispanic Students: Implications for Assessment of Learning Disabilities», en Journal of Learning Disabilities, vol. 20, n.º 10.
Nces (2003). National Assessment of Educational Progress 2003, Reading Assessments. Washington, dc: us Department of Education, ies.
Nichd (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institutes of Health (nih) Publication n.º 00-4754. Washington, dc: us Government Printing Office.
Oller, J.W. (1991). Language testing research: Lessons applied to LEP students and programs. En Proceedings of the first research symposium on limited English proficient students’ issues: Focus on evaluation and measurement: Vol 2 (pp. 42-123). Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs.
Padron, Yolanda N. y Waxman, Hersholt C. (1988). «The Effect of esl Students’ Perceptions of Their Cognitive Strategies on Reading Achievement», en tesol Quarterly, vol. 22, n.º 1.
Perfetti, Charles A. (1985). Reading Ability. Nueva York: Oxford University.
Perfetti, Charles A. (1999). «Comprehending Written Language: A Blueprint of the Reader», en Colin M. Brown y Peter Hagoot (eds.), The Neurocognition of Language. Nueva York: Oxford University Press.
Quiroga, Teresa y otros (2002). «Phonological Awareness and Beginning Reading in Spanish-Speaking esl First Graders: Research into Practice», en Journal of School Psychology, vol. 40, n.º 1.
Schmidley, Dianne (2003). «The Foreign-Born Population in the United States: March 2002», en Current Population Reports, P20-539, us Census Bureau. Washington, dc. Disponible en: <http://www.census.gov/prod/2003pubs/p20-539.pdf>.
Siegel, Linda S. (1992). «An Evaluation of the Discrepancy Definition of Dyslexia», en Journal of Learning Disabilities, vol. 25, n.º 10.
Siegel, Linda S. (1993). «The Development of Reading», en Hayne W. Reese (ed.), Advances in Child Development and Behavior, vol. 24. San Diego: Academic Press.
Siegel, Linda S. (2002). «Bilingualism and Reading», en Ludo Verhoeven, Carsten Elbro y Pieter Reitsma (eds.), Precursors of Functional Literacy. Philadelphia: John Benjamins. (Serie Studies in Written Language and Literacy, n.º 11).
Snow, Catherine E., Burns, M. Susan y Griffin, Peg (1998). Preventing Reading Difficulties in Young Children. Washington, dc: National Academy Press.
Stanovich, Keith E. (1986). «Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity», en Joseph K. Torgesen y Bernice Y. L. Wong (eds.), Psychological and Educational Perspectives in Learning Disabilities. Nueva York: Academy Press.
Stanovich, Keith E. y Siegel, Linda S. (1994). «Phenotypic Performance Profile of Children with Reading Disabilities: A Regression-Based Test of the Phonological-Core Variable-Difference Mode», en Journal of Educational Psychology, vol. 86, n.º 1.
Statistics Canada (2005). <http://www.statcan.gc.ca/>. (Consulta: 24-7-05).
Swanson, H. Lee y Siegel, Linda (2001). «Learning Disabilities as a Working Memory Deficit», en Issues in Education: Contributions from Educational Psychology, vol. 7, n.º 1.
Swanson, H. Lee y Sáez, Leilani (2003). «Memory Difficulties in Children and Adults with Learning Disabilities», en H. Lee Swanson, Karen R. Harris, y Steve Graham (eds.), Handbook of Learning Disabilities. Nueva York: The Guilford Press.
Treiman, Rebecca (1991). «Phonological Awareness and its Roles in learning to Read and Spell», en Diane J. Sawyer y Barbara J. Fox (eds.), Phonological Awareness in Reading: The Evolution of Current Perspective. Nueva York: Springer-Verlag.
Treiman, Rebecca (1992). «The Role of Intrasyllabic Units in Learning to Read and Spell», en Philip. B. Gough, Linnea C. Ehri y Rebecca Treiman, Reading Acquisition. Hillsdale: Lawrence Erlbaum Associates.
Us Departament of Education (ed) - nichd (2003). Symposium summary. National Symposium on Learning Disabilities and English Language Learners. Washington, dc.
Zehler, Annette M., y otros (2003). Descriptive Study of Services to Lep Students and Lep Students with Disabilities: Volume I Research Report. Arlington: Development Associates, Inc.
Wagner, Richard K., Torgesen, Joseph K. y Rashotte, Carol A. (1994). «Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study», en Developmental Psychology, vol. 30, n.º 1.
Wade-Woolley, Lesly y Siegel, Linda S. (1997). «The Spelling Performance of ESL and Native Speakers of English as a Function of Reading Skill», en Reading and Writing: An Interdisciplinary Journal, vol. 9, núm. 5-6.
Wilkinson, Gary, S. (1993). The Wide Range Achievement Test 3. Wilmington: Jastak Associates.
Cómo citar
Jiménez, J. E., & O’Shanahan Juan, I. (2010). Aprender a leer y escribir en inglés como segunda lengua: un estudio de revisión en Canadá y EE. UU. Revista Iberoamericana De Educación, 52, 179–202. https://doi.org/10.35362/rie520616
Publicado
01-01-2010
Número
Sección
Artículos del monográfico
Licencia
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
