Early predictors of reading in three groups of native Spanish speakersspaniards, gypsies, and latin americans

Referencias bibliográficas

• Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
• Asociación de Enseñantes Gitanos [Association of Teachers Serving Gypsies] (2001). La asociación de enseñantes gitanos y la educación para superar desigualdades. [The association of teachers serving gypsies and education to overcome inequality]. Boletín del Centro de Documentación 21/22.
• Bates, E., Devescovi, A., & Wulfeck, B. (2001). Psycholinguistics: A cross-language perspective. Annual Review of Psychology, 52, 369–396.
• Bornstein, M.H., & Bradley, R.H. (2003). Socioeconomic status, parenting, and child development. Mahwah: Lawrence Erlbaum.
• Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.
• Clay, M.M. (2000). Concepts about print. What have children learned about the way we print language? Auckland, New Zealand: Heinemann Education.
• Connor, C.M. & Craig, H.K. (2006). African American preschoolers' language, emergent skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research, 49, 771–792.
• Craig, H.K., Connor, C.M., & Washington, J.A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary examination. Language, Speech, and Hearing Services in Schools, 34, 31–43.
• D'Angiulli, A., Siegel, L.S., & Hertzman, D. (2004). Schooling, socioeconomic context and literacy development. Educational Psychology, 24(6), 867–883.
• D'Angiulli, A., Siegel, L.S., & Maggi, S. (2004). Literacy instruction, SES, and word-reading achievement in English-language learners and children with English as a first language: A longitudinal study. Learning Disabilities Research and Practice, 19(4), 202–213.
• de Jong, P.F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51–77.
• de Jong, P.F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95(1), 22–40.
• Defior, S., & Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 299–320.
• Dickinson, D.K., & Snow, C.E. (1987). Interrelationships among prereading and oral language skills in kindergartners from two social classes. Early Childhood Research Quarterly, 2, 1–25.
• Dunbar, E., Blanco, A., Sullaway, M., y Horcajo, J. (2004). Human Rights and Ethnic Attitudes in Spain: The Role of Cognitive, Social Status and Individual Difference Factors. International Journal of Psychology, 39 (2), 106–117.
• Dunn, L.M., Padilla, E.R., Lugo, D.E., & Dunn, L.M. (1986). Test de Vocabulario en imágenes PEABODY [Peabody Picture Vocabulary Test]. Minnesota: American Guidance Service, Publishers.
• Ehri, L., Nunes, S., Willows, D., Schuster, B.B., Yaghoub-Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analyses. Reading Research Quarterly, 36, 250–287.
• Elliott, J. (1970). Eye or the storm (ABC News video) - 26 minutes
• Enesco, I., Navarro, A., Paradela, I., Guerrero, S. (2005). Stereotypes and beliefs about different ethnic groups in Spain. A study with Spanish and Latin American children living in Madrid. Journal of Applied Developmental Psychology, 26(6), 638–659.
• Ensminger, M.E., & Fothergill, K.E. (2003). A decade of measuring SES: what it tells us and where to go from here. In Bornstein, M.H. & Bradley, R.H. (Eds.), Socioeconomic status, parenting and child development (pp. 13–27). Mahwah: Lawrence Erlbaum.
• Fundación del Secretariado Gitano (2006). Discriminación y Comunidad Gitana. Informe Anual. [Discrimination and Gypsy Community. Annual Report] Retrieved December 1, 2006 from http://www.gitanos.org/publicaciones/discriminacion06/
• George, D., and Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th. ed.). Boston: Allyn & Bacon.
• Goswami, U. (2000). Phonological and lexical processes. In Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (Eds.), Handbook of reading research, (Vol. 3, pp. 251–268) Mahwah, NJ: LEA.
• Guzmán, R., & Jiménez, J.E. (2001). Estudio normativo sobre parámetros psicolingüísticos en niños de 6 a 8 años: La familiaridad subjetiva. [Statistical study about psycholinguistic parameters in children from 6 to 8 years old: Word familiarity]. Cognitiva, 13, 153–191.
• Jencks, C., & Phillips, M. (1998). The Black-White test score gap. Washington, DC: Brookings Institution.
• Jiménez, J. E., & Ortiz, M.R. (2000). Metalinguistic awareness and reading acquisition in the Spanish Language. The Spanish Journal of Psychology, 3, 37–46.
• Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first to fourth grades. Journal of Educational Psychology, 80(4), 437–447.
• Katzir, T., Shaul, S., Breznitz, Z., & Wolf, M. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading fluency in Hebrew- and English-speaking children with reading disorders. Reading and Writing: An Interdisciplinary Journal, 17, 739–768.
• Kirby, J.R., & Parrila, R.K. (1999). Theory-based prediction of early reading. Alberta Journal of Educational Research, 45, 428–447.
• Linan-Thompson, S., & Hickman-Davis, P. (2002). Supplemental reading instruction for students at risk for reading disabilities: Improve reading 30 minutes at a time. Learning Disabilities Research and Practice, 17(4), 242–251.
• Manis, F.R., Lindsey, K.A., Bailey, C.E. (2004). Development of reading in grades K-2 in Spanish-speaking English-language learners. Learning Disabilities Research & Practice, 19(4), 214–224.
• Manis, F.R., Seidenberg, M.S., & Doi, L.M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129–157.
• Molfese, V.J., Modglin, A.A., Beswick, J.L., Neamon, J.D., Berg, S.A., Berg, C.J., & Molnar, A. (2006). Journal of Learning Disabilities, 39(4), 296–305.
• Mutter, V., & Snowling, M. (1998). Concurrent and longitudinal predictors of reading. The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33, 320–337.
• National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: National Institute of Child Health and Human Development.
• Ramey, C.T., & Ramey, SL. (1998). Early intervention and early experience. American Psychologist, 53, 109–120.
• Rosenthal, R. & Jacobson, L. (1992) Pygmalion in the classroom. New York: Irvington.
• Salinas, J. (2007). Reflections on educational polices for Spanish Gypsies. European Education, 39(1), 32–49.
• Scanlon, E., & Devine, K. (2001). Residential mobility and youth well-being: Research, policy, and practice issues. Journal of Sociology and Social Welfare, 25, 119–138.
• Scarborough, H.S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In Shapiro, B.K., Capute, A.J., & Shapiro, B. (Eds.), Specific reading disability: A view of the spectrum (pp. 243–274). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Seymour, P.H.K., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.
• Share, D.L., & Stanovich, K.E. (1995). Cognitive processes in early reading development: A model of acquisition and individual differences. Issues in Education: Contributions from Educational Psychology, 1, 1–35.
• Snow, C.E., Barnes, W.S., Chandler, J., Goodman, I.F., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.
• Snow, C.E., Burns, SM.. & Griffin, P. (1998). Preventing reading difficulties in young students. Washington, DC: National Academy of Sciences, National Research Council, Commission on Behavioral and Social Sciences and Education.
• Stanovich, K.E. (1986). The Matthews effects in reading: Some consequences of individual differences in the acquisition of reading. Reading Research Quarterly, 21, 360–407.
• Stanovich, K.E., Cunningham, A.E., & Cramer, B.B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 28, 175–190.
• Tabors, P.O., Páez, M.M., López, L. M. (2003). Dual language abilities of bilingual four-year olds: Initial findings from the early childhood study of language and literacy development of Spanish-speaking children. NABE Journal of Research and Practice, Winter, 70–91.
• Torgesen, J.K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22, 32–39.
• Torgesen, J.K., & Burgess, S.R. (1998). Consistency or reading related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In Metsala, J.L. & Ehri, L.C. (Eds.), Word recognition in beginning literacy (pp. 161–188). Mahwah, NJ: Erlbaum.
• Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276–286.
• Vaughn, S., Linan-Thompson, S., Mathes, P.G., Cirino, P.T., Carlson, C.D., Pollard-Durodola, S.D., Cardenas-Hagan, E., Francis, D.J. (2006). Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for Reading Problems. Journal of Learning Disabilities, 39(1), 56–73.
• Vellutino, F.R., & Scanlon, D.M. (2002). Research for the future: The interactive strategies approach to reading intervention. Contemporary Educational Psychology, 27, 573–635.
• Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 110, 192–212.
• Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1–33.
• Wimmer, H., Mayringer, H. & Landerl, K. (2000). The Double-Deficit Hypothesis and the difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92(4), 668–680.
• Wimmer, H., Marynger, H. (2001). Is the reading-rate problem of German dyslexic children caused by slow visual processes? In Wolf, M. (Ed.), Dyslexia, fluency, and the brain. Timonium, Md.: York Press.
• Wolf, M., & Denckla, M.B. (2005). RAN/RAS Rapid automatized naming and rapid alternating stimulus tests. Austin, Texas: Pro-ed.
• Wolf, M., Pfeil, C., Lotz, R., & Biddle, K. (1994). Towards a more universal understanding of the developmental dyslexia: The contribution of orthographic factors. In Berninger, V.W. (Ed.), The varieties of orthographic knowledge. I.: Theoretical and developmental issues (pp. 137–171). Dordrecht, the Netherlands: Kluwer Academic.