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Esther Geva
University of Toronto
PsychologyVocabularyPhonological awarenessReading comprehensionLinguistics
78Publications
32H-index
3,474Citations
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Publications 61
Newest
#1Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)
#1Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
Last. Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
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The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)–French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., “foal” and “sole”) and French (e.g....
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#2Poh Wee KohH-Index: 3
Last. Xi ChenH-Index: 24
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#2Angela Massey-Garrison (U of T: University of Toronto)H-Index: 1
Last. Esther Geva (U of T: University of Toronto)H-Index: 32
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This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English le...
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#1Fataneh Farnia (U of T: University of Toronto)H-Index: 10
#2Esther Geva (U of T: University of Toronto)H-Index: 32
Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the c...
1 CitationsSource
#1May-Britt Monsrud (University of Oslo)H-Index: 1
#2Veslemøy Rydland (University of Oslo)H-Index: 7
Last. Solveig-Alma Halaas Lyster (University of Oslo)H-Index: 10
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ABSTRACTThis cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six different L1 backgrounds in Norway. Results demonstrated that children’s L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the ranges of Norwegian vocabulary known by Nor...
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#1Megan O’Connor (U of T: University of Toronto)H-Index: 1
#2Esther Geva (U of T: University of Toronto)H-Index: 32
Last. Poh Wee Koh (A&M: Texas A&M University)H-Index: 3
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This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first ...
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#1Sheila Cira Chung (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#2Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
Last. Esther Geva (OISE/UT: Ontario Institute for Studies in Education)H-Index: 32
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Abstract The concept of cross-language transfer is central in bilingual reading development. This is because researchers and educators search for the conditions that allow learning that takes place in one language to enhance learning in the other language (Perkins & Salomon, 1992). In the past, the research focus was primarily on cross-language transfer in spoken language. However, since the 90s, cross-language transfer has been studied in relation to literacy aspects, such as word reading, spel...
6 CitationsSource
#1Esther GevaH-Index: 32
#1Esther GevaH-Index: 4
Last. Joyce Y. MakH-Index: 1
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The overall objective of this chapter is to provide educational professionals with an overview of theory and research findings about the field of second language (L2) reading development in typically developing learners and those with reading difficulties. We also intend to inform readers of the implications of this research for the development of culturally and linguistically sensitive, reliable, and valid strategies for the assessment of L2 learners who may have a reading difficulty. For both ...
1 CitationsSource
#1Esther Geva (OISE/UT: Ontario Institute for Studies in Education)H-Index: 32
#2Christie FraserH-Index: 1
1 CitationsSource
#1Esther GevaH-Index: 4
2 CitationsSource
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