Issue 1/2023
Special Issue on Reading and Writing Difficulties in Bilingual Learners
Content (9 Articles)
Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis
J. Marc Goodrich, Lisa Fitton, Lauren Thayer
First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis
Jackie Eunjung Relyea, Eunsoo Cho, Elizabeth Zagata
A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children
Sharry Shakory, Klaudia Krenca, Stefka H. Marinova-Todd, Xi Chen
Longitudinal predictors of French word reading difficulties among French Immersion children
Elizabeth MacKay, Xi Chen, S. Hélène Deacon
Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children
Zebedee Rui En Cheah, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride, Urs Maurer
The summary writing performance of bilingual learners with reading difficulties
Miao Li, Jessica Chan, John R. Kirby
Open Access
Dyslexia
Writing proficiency in English as L2 in Spanish children with dyslexia
Marta Álvarez-Cañizo, Olivia Afonso, Paz Suárez-Coalla
Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects?
Jie Zhang, Huan Zhang, Jackie Eunjung Relyea, Ma. Glenda Lopez Wui, Yan Yan, Rosa Nam, Araceli Enriquez, Lana Kharabi-Yamato