Pedro L Cobos, Estrella González-Martín, Sergio Varona-Moya, Francisco J López
Renewal effects in interference between outcomes as measured by a cued response reaction time task: further evidence for associative retrieval models
Journal of experimental psychology. Animal behavior processes
patterns reading development examined native englishspeaking l1 children children spoke english second language esl participants 978 790 l1 speakers 188 esl speakers grade 2 children involved longitudinal study began kindergarten kindergarten grade 2 participants completed standardized experimental measures including reading spelling phonological processing memory children received phonological awareness instruction kindergarten phonics instruction grade 1 end grade 2 esl speakers reading skills comparable l1 speakers esl speakers even outperformed l1 speakers several measures findings demonstrate model early identification intervention children risk beneficial esl speakers also suggest effects bilingualism acquisition early reading skills negative may positive