This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
S. Abu-Rabia , & L. S. Siegel (2002). Reading, syntactic, orthographic and working memory skills of bilingual Arabic-English speaking children. Journal of Psycholinguistic Research, 31, 661–678.
K. Borodkin , & M. Faust (2014). Native language phonological skills in low proficiency second language learners. Language Learning, 64, 132–159.
R. Bourgoin (2014). The predictive effects of L1 and L2 early literacy indicators on reading in French immersion. Canadian Modern Language Review, 70, 355–380.
K. Cain , J. Oakhill , & P. Bryant (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42.
M. Crombie (1997). The effects of specific learning difficulties (dyslexia) on the learning of a foreign language at school. Dyslexia, 3, 27–47.
M. Dufva , & M. Voeten (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Psycholinguistics, 20, 329–348.
C. Elbro , H. T. Daugaard , & A. S. Gellert (2012). Dyslexia in a second language? A dynamic test of reading acquisition may provide a fair answer. Annals of Dyslexia, 62, 172–185.
C. Erdos , F. Genesee , R. Savage , & C. Haigh (2014). Predicting risk for oral and written language learning difficulties in students educated in a second language. Applied Psycholinguistics, 35
J. Everatt , I. Smythe , E. Adams , & D. Ocampo (2000). Dyslexia screening measures and bilingualism. Dyslexia, 6, 42–56.
M. Ferrari , & P. Palladino (2007). Foreign language learning difficulties in Italian children: Are they associated with other learning difficulties? Journal of Learning Disabilities, 40, 256– 269.
N. Frederickson , & U. Frith (1998). Identifying dyslexia in bilingual children: A phonological approach with inner London Sylheti speakers. Dyslexia, 4, 119–131.
E. Geva , & F. Farnia (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, 25, 1819–1845.
E. Geva , & A. Massey-Garrison (2013). A comparison of the language skills of ELLs and monolinguals who are poor decoders, poor comprehenders or normal readers. Journal of Learning Disabilities, 46, 387–401.
E. Geva , & E. B. Ryan (1993). Linguistic and cognitive correlates of academic skills in first and second languages. Language Learning, 43, 5–42.
E. Geva , L. Wade-Woolley , & M. Shany (1993). The concurrent development of spelling and decoding in two different orthographies. Journal of Literacy Research, 25, 383–406.
E. Geva , & Z. Yaghoub Zadeh (2006). Reading efficiency in native English-speaking and English-as-a-second-language children: The role of oral proficiency and underlying cognitive-linguistic processes. Scientific Studies of Reading, 10, 31–57.
J. Hale , V. Alfonso , V. Berninger , B. Bracken , C. Christo , E. Clark , . . . J. Yalof (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223–236.
G. L. Harrison , L. D. Goegan , R. Jalbert , K. McManus , K. Sinclair , & J. Spurling (2016). Predictors of spelling and writing skills in first- and second-language learners. Reading and Writing, 29, 69–89.
R. R. Hassin , J. A. Bargh , A. D. Engell , & K. C. McCulloch (2009). Implicit working memory. Consciousness and Cognition, 18, 665–678.
T. Helland , & R. Kaasa (2005). Dyslexia in English as a second language. Dyslexia, 11, 41–60.
P. Kendeou , P. van den Broek , A. Helder , & J. Karlsson (2014). A cognitive view of reading comprehension: implications for reading difficulties. Learning Disabilities Research & Practice, 29, 10–16.
J. R. Kirby , G. K. Georgiou , R. Martinussen , & R. Parrila (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341–362.
K. Koda (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57
J. Kormos , & K. Csizér (2010). A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20, 232–250.
K. Landerl , F. Ramus , K. Moll , H. Lyytinen , P. Leppanen , K. Lovansuu , . . . G. Schulte-Körne (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686–694.
K. Landerl , & H. Wimmer (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100, 150–161.
N. K. Lesaux , & L. S. Siegel (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019.
M. M. Limbos , & E. Geva (2001). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of Learning Disabilities, 34, 136–151.
J. A. Linck , P. Osthus , J. T. Koeth , & M. F. Bunting (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21, 861–883.
M. W. Lovett , K. A. Steinbach , & J. C. Frijters (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33, 334–358.
K. I. Martin , & N. C. Ellis (2012). The roles of phonological STM and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34, 379–413.
M. Melby-Lervåg , & A. Lervåg (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, 409–430.
C. Perfetti (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 8, 293–304.
C. A. Perfetti , & L. N. Harris (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9, 296–316.
C. A. Perfetti , S. Zhang , & I. Berent (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 227–248). Amsterdam, The Netherlands: North-Holland.
D. Ravid , & D. Malenky (2001). Awareness of linear and nonlinear morphology in Hebrew: A developmental study. First Language, 21, 25–56.
E. Saeigh-Haddad , & E. Geva (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing: An Interdisciplinary Journal, 21, 481–504.
E. Service (1992). Phonology, working memory and foreign language learning. Quarterly Journal of Experimental Psychology, 45
E. Service , & V. Kohonen (1995). Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16, 155–172.
R. L. Sparks , M. Artzer , J. Patton , L. Ganschow , K. Miller , D. J. Hordubay , & G. Walsh (1998). Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students. Annals of Dyslexia, 48, 239–270.
R. L. Sparks , & L. Ganschow (1993). The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77, 58–74.
R. Sparks , & L. Ganschow (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90–111.
R. L. Sparks , J. Javorsky , L. Ganschow , J. Pohlman , & J. Patton (1992). Test comparisons among students identified as high‐risk, low‐risk, and learning disabled in high school foreign language courses. The Modern Language Journal, 76, 142–159.
K. E. Stanovich (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590–604.
C. J. Stoodley , E. P. Harrison , & J. F. Stein (2006). Implicit motor learning deficits in dyslexic adults. Neuropsychologia, 44
G. Thomas , & A. Loxley (2007). Deconstructing special education. Maidenhead, UK: Open University Press.
N. Unsworth , & R. W. Engle (2005). Working memory capacity and fluid abilities: Examining the correlation between operation span and raven. Intelligence, 33, 67–81.
X. Wang , G. K. Georgiou , J.P. Das , & Q. Li (2012). Cognitive processing skills and developmental dyslexia in Chinese. Journal of Learning Disabilities, 45, 526–537.
M. Wolf , & P. G. Bowers (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 1–24.
J. C. Ziegler , D. Bertrand , D. Tóth , V. Csépe , A. Reis , L. Faísca , N. Saine , . . . L. Blomert (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551–559.