Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T06:44:54.507Z Has data issue: false hasContentIssue false

Part I - Regional Variations

Published online by Cambridge University Press:  23 November 2023

Edited by
Ludo Verhoeven ,
Sonali Nag ,
Charles Perfetti  and
Kenneth Pugh
Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Sonali Nag
Affiliation:
University of Oxford
Charles Perfetti
Affiliation:
University of Pittsburgh
Kenneth Pugh
Affiliation:
Yale University, Connecticut
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Global Variation in Literacy Development , pp. 31 - 238
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008). Diagnosis and treatment of reading disabilities based on the componential model of reading: An alternative to the discrepancy model of LD. Journal of Learning Disabilities, 41, 67–84.CrossRefGoogle Scholar
Ambrose, E., & Mudde, C. (2015). Canadian multiculturalism and the absence of the far right. Nationalism and Ethnic Politics, 21, 213–236. DOI: http://dx.doi.org/10.1080/13537113.2015.1032033.CrossRefGoogle Scholar
Bloemraad, I. (2006). Becoming a Citizen: Incorporating Immigrants and Refugees in the United States and Canada. Berkeley: University of California Press.CrossRefGoogle Scholar
Bradbury, B., Corak, M., Waldfogel, J., & Washbrook, E. (2011). Inequality during the early years: Child outcomes and readiness to learn in Australia, Canada, United Kingdom, and United States. IZA Discussion Papers, No. 6120, Institute for the Study of Labor (IZA), Bonn. https://docs.iza.org/dp6120.pdf.Google Scholar
Bradbury, B., Corak, M., Waldfogel, J., & Washbrook, E. (2015). Too Many Children Left Behind: The US Achievement Gap in Comparative Perspective. New York: Russell Sage Foundation.Google Scholar
Bronfenbrenner, U. (1994). Ecological models of human development. In International Encyclopedia of Education, Vol. 3 pp. 37–43 (2nd edition). Oxford: Elsevier.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Lerner, R. M. & Damon, W. (eds.), Theoretical Models of Human Development (pp. 793–828). (Handbook of Child Psychology, Vol. 1). Hoboken, NJ: John Wiley & Sons.Google Scholar
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155.CrossRefGoogle ScholarPubMed
Crawford, J. (2004). Educating English Learners: Language Diversity in the Classroom. Portland, OR: Bilingual Education Services.Google Scholar
D’Angiulli, A., Siegel, L. S., & Hertzman, C. (2004). Schooling, socioeconomic context, and literacy development. Educational Psychology, 24, 867–883.CrossRefGoogle Scholar
Deacon, S. H., Desrochers, A., & Levesque, K. (2017). Learning to read French. In Verhoeven, L. & Perfetti, C. (eds.)., Learning to Read across Languages and Writing Systems (pp. 243–269). Cambridge: Cambridge University Press.Google Scholar
Duncan, G. J., & Murnane, R. J. (eds.). (2011). Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances. New York: Russell Sage Foundation.Google Scholar
Environics Institute for Survey Research. (2019). Canadian Public Opinion about Immigration and Refugees. Toronto, ON: Environics Institute for Survey Research.Google Scholar
Fix, M., Papademetriou, D. G., & Sumption, M. (eds.). (2013). Immigrants in a Changing Labor Market: Responding to Economic Needs. Washington, DC: Migration Policy Institute.Google Scholar
Friesen, J., & Krauth, B. (2012). Key Policy Issues in Aboriginal Education: An Evidence-Based Approach. Toronto: Council of Ministers of Education, Canada.Google Scholar
Gamoran, A. (2015). The Future of Educational Inequality in the United States: What Went Wrong, and How Can We Fix It? New York: WT Grant Foundation.Google Scholar
Gandara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11, 36.CrossRefGoogle Scholar
Hopkins, M., Thompson, K. D., Linquanti, R., Hakuta, K., & August, D. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2), 101–108.CrossRefGoogle Scholar
Joseph, B. (2018). 21 Things You May Not Know about the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality. Saanichton, BC: Indigenous Relations Press.Google Scholar
Kieffer, M. J. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100, 851–868.CrossRefGoogle Scholar
Kieffer, M. J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade eight. American Educational Research Journal, 48, 1157–1186.CrossRefGoogle Scholar
Kieffer, M. J. (2012). Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth. Reading and Writing: An Interdisciplinary Journal, 25, 1725–1746.CrossRefGoogle Scholar
Kieffer, M. J., & Thompson, K. D. (2018). Hidden progress of multilingual students on NAEP. Educational Researcher, 47(6), 391–398.CrossRefGoogle Scholar
Kieffer, M. J., & Vukovic, R. K. (2012). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities, 45, 433–452.CrossRefGoogle ScholarPubMed
Kymlicka, W. (2010). The Current State of Multiculturalism in Canada and Research Themes on Canadian Multiculturalism 2008–2010 (Report No: Ci96-112/2010E-PDF). Department of Citizenship and Immigration.Google Scholar
Levy, F., & Murnane, R. J. (2004). The New Division of Labor: How Computers Change the Way We Work. New York: Princeton University Press.CrossRefGoogle Scholar
Mancilla-Martinez, J., & Kieffer, M. J. (2010). Language minority learners’ home language use is dynamic. Educational Researcher, 39(7), 545–546.CrossRefGoogle Scholar
Mancilla-Martinez, J., & Lesaux, N. K. (2011a). Early home language use and later vocabulary development. Journal of Educational Psychology, 103(3), 535.CrossRefGoogle Scholar
Mancilla‐Martinez, J., & Lesaux, N. K. (2011b). The gap between Spanish speakers’ word reading and word knowledge: A longitudinal study. Child Development, 82(5), 1544–1560.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 International Results in Reading. Chestnut Hill, MA: Boston College, TIMSS & PIRLS International Study Center. http://timssandpirls.bc.edu/pirls2016/international-results/.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2015). The integration of immigrants into American Society: Panel on the integration of immigrants into American society. In Waters, M. C. and Pineau, M. G. (eds.), Committee on Population, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. DOI: http://dx.doi.org/10.17226/21746.Google Scholar
NCES. (2015). Digest of educational statistics. https://nces.ed.gov/programs/digest/d15/tables/dt15_208.20.asp.Google Scholar
NCES. (2016). Education expenditures by country. https://nces.ed.gov/programs/coe/indicator_cmd.asp.Google Scholar
NCES. (2019). National Indian education study. https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021018.pdf.Google Scholar
OECD. (2006). Where Immigrant Students Succeed: A Comparative Review of Performance and Engagement in PISA 2003. DOI: http://dx.doi.org/10.1787/9789264023611-en.CrossRefGoogle Scholar
Orfield, G., & Lee, C. (2005). Why Segregation Matters: Poverty and Educational Inequality. Los Angeles: University of California Los Angeles, The Civil Rights Project/Proyecto Derechos Civiles. http://escholarship.org/uc/item/4xr8z4wb.Google Scholar
Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202.CrossRefGoogle Scholar
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In Duncan, G. J. & Murnane, R. J. (eds.), Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances (pp. 91–116). New York: Russell Sage Foundation.Google Scholar
Saunders, W. M., & Marcelletti, D. J. (2013). The gap that can’t go away: The catch-22 of reclassification in monitoring the progress of English learners. Educational Evaluation and Policy Analysis, 35(2), 139–156.CrossRefGoogle Scholar
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174.CrossRefGoogle ScholarPubMed
Shonkoff, J. P., Garner, A. S., Siegel, B. S., et al. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246.CrossRefGoogle ScholarPubMed
Snow, C. E., Burns, M. S., & Griffin, P. (eds.) (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.Google Scholar
Stats Canada. (2016). Back to school … by the numbers. www.statcan.gc.ca/eng/dai/smr08/2016/smr08_210_2016#a8.Google Scholar
Truth and Reconciliation Commission of Canada. (2015). Honouring the Truth, Reconciling for the Future: Final Report of the Truth and Reconciliation Commission of Canada. https://publications.gc.ca/collections/collection_2015/trc/IR4-7-2015-eng.pdf.Google Scholar
UNESCO [United Nations Educational, Scientific, and Cultural Organization]. (2016). Country profiles for the United States and Canada. http://uis.unesco.org/country/us and http://uis.unesco.org/country/ca.Google Scholar
Washbrook, E., Waldfogel, J., Bradbury, B., Corak, M., & Ghanghro, A. A. (2012). The development of young children of immigrants in Australia, Canada, the United Kingdom, and the United States. Child Development, 83(5), 1591–1607.CrossRefGoogle ScholarPubMed
Yoshikawa, H., Raver, C. C., & Morris, P. (2016). Can Universal Pre-K Work? Education Solutions Initiative White Paper. New York: New York University. http://steinhardt.nyu.edu/e/i2/edsolutions/201609/1PreK.pdf.Google Scholar

References

Álvarez-Zapata, D., Nayrobis, G. Y., Santamaría, G. M. R., & Maricela, V. (2008). Acercamiento al estado actual de la promoción de la lectura en la Biblioteca Pública en Colombia. (Approach to the state of the art of reading promotion in Colombian public libraries).Revista Interamericana de Bibliotecología, 31(2), 13–43. SSRN: https://ssrn.com/abstract=2779607.Google Scholar
Anand, P., Mizala, A., & Repetto, A. (2009). Using school scholarships to estimate the effect of private education on the academic achievement of low-income students in Chile. Economics of Education Review, 28, 370–381. DOI: https://doi.org/10.1016/j.econedurev.2008.03.005.CrossRefGoogle Scholar
Angrist, J., Bettinger, E., Bloom, E., & King, M. K. (2002). Vouchers for private schooling in Colombia: evidence from a randomized natural experiment. American Economical Review, 92(5), 1535–1558.CrossRefGoogle Scholar
Becskehazy, I. (2018). Institucionalização do direito à educação de qualidade: o caso de Sobral (Institutionalization from rights to quality of education: The case of Sobral) (PhD. thesis, São Paulo: Universidade de São Paulo).Google Scholar
Brady, S. (2018). Efficacy of phonics teaching for reading outcomes: Indications from post-NRP research. In Brady, S., Braze, D., and Fowler, C. (eds.), Explaining Individual Differences in Reading: Theory and Evidence (pp. 69–96). London: Psychology Press.Google Scholar
Cardoso-Martins, C. (1991). Awareness of phonemes and alphabetic literacy acquisition. British Journal of Educational Psychology, 61, 164–173.CrossRefGoogle Scholar
Cardoso-Martins, C. (2013). Beginning reading acquisition in Brazilian Portuguese. In Joshi, M. R. & Aaron, P. G. (eds.), Handbook of Orthography and Literacy (pp. 171–188). London: Routledge.Google Scholar
Castles, A., Rastle, K., & Nation, K. (2018).Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51.CrossRefGoogle ScholarPubMed
Castro, D., Andrade, S., & Barrera, S. D. (2019). The contribution of emergent literacy skills for early reading and writing achievement. Trends in Psychology, 27(2), 509–522. DOI: https://doi.org/10.9788/tp2019.2-15.Google Scholar
Delprato, M. (2019). Parental education expectations and achievement for Indigenous students in Latin America: Evidence from TERCE learning survey. International Journal of Educational Development, 6, 10–25.CrossRefGoogle Scholar
Delprato, M., Köseleci, N., & Antequera, G. (2015). Education for all in Latin America: Evolution of the school inequality impact on education achievement. Revista Latinoamericana de Educación Comparada, 6(8), 45–75.Google Scholar
Duncan, L. G., Castro, S. L., Defior, S., et al. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127(3), 398–419.CrossRefGoogle ScholarPubMed
Duncan, G. J., & Magnuson, K. (2012). Socioeconomic status and cognitive functioning: moving from correlation to causation. Wiley Interdisciplinary Reviews: Cognitive Science, 3, 377–386.Google ScholarPubMed
Godoy, D. M. A., & Viana, F. L. (2016). Conteúdos linguísticos como subsídio à formação de professores alfabetizadores – a experiência do Brasil e de Portugal. (Linguistic content as support to early teacher training – an experience from Brazil and Portugal). Revista Brasileira de Estudos Pedagógicos, 97(245), 82–96.CrossRefGoogle Scholar
Hynsjö, D., & Damon, A. (2016). Bilingual education in Peru: Evidence on how Quechua-medium education affects indigenous children’s academic achievement. Economics of Education Review, 53, 116–132.CrossRefGoogle Scholar
Ijalba, E., & Conner, P. S. (2006). Multisensory identification-remediation of phonological- orthographic deficits in Spanish speakers learning English. (Paper presented at the annual convention of the American Speech-Language-Hearing Association, Miami.)Google Scholar
King, K. (2008). Language education policy in Latin America. In Brown, K. (ed.) Encyclopedia of Language & Linguistics (pp. 453–457). Oxford:Elsevier, 2006.Google Scholar
Latin American and Caribbean Reads Capacity Program. (2016). Early Grade Reading in Latin America and the Caribbean: A Systematic Review. Washington, DC: United States Agency for International Development (USAID).Google Scholar
Latin American Laboratory for the Assessment of Quality in Education. (2015). TERCE: Initial Background Information, Executive Summary. Paris: UNESCO.Google Scholar
Liberman, I. Y., Shankweiler, D., Fischer, F.W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18(2), 201–212.CrossRefGoogle Scholar
Manrique, A. M. B., & Signorini, A. (1994).Phonological awareness, spelling and reading abilities in Spanish-speaking children. British Journal of Educational Psychology, 6, 429–439.CrossRefGoogle Scholar
Mesa, C., Newbury, D., Nash, M. et al. (2020). The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial. International Journal of Educational Research. 100. 101535. DOI: https://doi.org/10.1016/j.ijer.2020.101535.CrossRefGoogle Scholar
Ministerio de Cultura, COLOMBIA. (2006). Política pública de Fomento a la Lectura para el periodo 2006 – 2016. (Public policy of reading promotion for 2006–2016). Decreto 133 del 21 de Abril de 2006.Google Scholar
Ministério da Educação, BRASIL. (2012). Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). Brasília: Livreto de Apresentação.Google Scholar
Ministerio de Educación de la Nación, ARGENTINA. (2018). Postítulo Alfabetización en la Unidad Pedagógica. (Learning to read in pedagogical unit) Materiales. Coord. Gral: Dra. Mirta Castedo. Buenos Aires: Ministerio de Educación de la Nación.Google Scholar
Morais, J. (2014). Alfabetizar para a democracia (Learning to read for democracy). Porto Alegre: Penso Press.Google Scholar
Morales, L. M., Barrios, A. V., Moscoso, R. G., & Franco, V. G. (2015). Cómo enseñan a leer los profesores de 1° y 2° básico en un contexto de evaluación de desempeño docente en Chile? (How do teachers teach to read 1st and 2nd grades in a context of teachers performance evaluation in Chile?)Estudios Pedagógicos 41(1), 183–198.CrossRefGoogle Scholar
NRP (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: NICHD.Google Scholar
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: PISA, OECD Publishing. DOI: https://doi.org/10.1787/5f07c754-en.Google Scholar
Salazar-Cuéllar, Andrés Felipe. (2014). The efficiency of education expenditure in Latin America and lessons for Colombia: La eficiencia del gasto público educativo en Latinoamérica y lecciones para Colombia. Desarrollo y Sociedad, (74), 19–67. DOI: https://dx.doi.org/10.13043/DYS.74.1.Google Scholar
Scliar-Cabral, L. (2012). Neuroscience applied to learning alphabetic principles: New proposals. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies (63). DOI: http://doi.org/10.5007/21758026.2012n63p187.CrossRefGoogle Scholar
Seidenberg, M. S. (2013). The science of reading and its educational implications. Language Learning and Development: The Official Journal of the Society for Language Development, 9(4), 331–360. http://doi.org/10.1080/15475441.2013.812017.CrossRefGoogle ScholarPubMed
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. DOI: http://doi.org/10.1348/000712603321661859.CrossRefGoogle ScholarPubMed
World Bank. (2015). Indigenous Latin America in the Twenty-First Century. Washington, DC: World Bank.Google Scholar
UNESCO. (2014). Teaching and Learning: Achieving Quality for All. Education for All Global Monitoring Report. Paris: UNESCO,Google Scholar
UNESCO-OREALC. (2016). Student Achievement in Latin America and the Caribbean: Results of the Third Regional Comparative and Explanatory Study. Organization of the United Nations for Education, Science and Culture, Paris, France and the Regional Office of Education for Latin America and the Caribbean. Santiago: OREALC/UNESCO Santiago.Google Scholar
UNESCO Institute for Statistics (2020). Government expenditure on education as a percentage of GDP. Data extracted from UIS. www.uis.unesco.orgGoogle Scholar
United Nations Department of Economic and Social Affairs. (2019). World Population Prospects 2019: Highlights (ST/ESA/SER.A/423). New York: United Nations.Google Scholar

References

Ager, D. (2001). Motivation in Language Planning and Language Policy. Bristol: Multilingual Matters.Google Scholar
Appel, R., & Verhoeven, L. (1994). Decolonization, language planning and education. In Arends, J., Muysken, P., & Smith, N. (eds.), Pidgins and Creoles: An Introduction (pp. 65–74). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy and Cognition. Cambridge, MA: Cambridge University Press.CrossRefGoogle Scholar
Bolus, M. (2010). The teaching of Creole in Guadeloupe. In Migge, B., Léglise, I., & Bartens, A. (eds.), Creoles in Education: An Appraisal of Current Programs and Projects (pp. 81–106). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Carpenter, K., & Devonish, H. (2010). Swimming against the tide: Jamaican Creole in education. In Migge, B., Léglise, I. & Bartens, A., (Eds.), Creoles in Education: An Appraisal of Current Programs and Projects (pp. 167–181). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Charles, J. (2013). An investigation into the experience of two reading specialists connected to the Caribbean Centre for Excellence in Teacher Training in enhancing student reading achievement in underperforming primary schools in Trinidad. (MA thesis, University of the West Indies.)Google Scholar
Chen, X., Dronjic, V., & Helms-Park, R. (2015). Reading in a Second Language. New York: Routledge.CrossRefGoogle Scholar
Churchill, S. (1986). The Education of Linguistic and Cultural Minorities in the OECD Countries. Clevedon: Multilingual Matters.Google Scholar
Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement. In Rivera, C. (ed.), Language Proficiency and Academic Achievement. Clevedon: Multilingual Matters.Google Scholar
Cummins, J. (1991). Conversational and academic language proficiency in bilingual contexts. AILA Review, 8, 75–89.Google Scholar
Cummins, J. (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.Google Scholar
Delgado, S., Lecompte, P., Lao, H., Mopsus, D., Echteld, L., Severing, R., & Faraclas, N. (2016). Education, languages in contact, and popular culture in the Hispanophone, Francophone and Dutch Caribbean. In Faraclas, N., Severing, R., Weijer, C., Echteld, L., Rutgers, W., & Dupey, R., (eds.) Embracing Multiple Identities: Opting Out of Neocolonial Monolingualism, Monoculturalism and Mono-identification in the Dutch Caribbean (pp. 85–94). Curaçao: University of Curaçao.Google Scholar
Dickinson, D. K., & Neuman, S. B. (2006). Handbook of Early Literacy Research. New York: Guilford Publications.Google Scholar
Dijkhoff, M., & Pereira, J. (2010). Language and education in Aruba, Bonaire and Curaçao. In: Migge, B., Leglise, I., & Bartens, A. (2010). Creoles in Education: An Appraisal of Current Programs and Projects (pp. 211–226). Amsterdam: John Benjamins.Google Scholar
Durgunoglu, A., & Goldenberg, C. (eds.) (2011). Language and Literacy Development in Bilingual Settings. New York: Guilford.Google Scholar
George, J., & Quamina-Aiyejina, L. (2003). An Analysis of Primary Teacher Education in Trinidad and Tobago. DFID Educational Paper 49E. London: Department for International Development.Google Scholar
Henderickx, I. (2018). Effecten van instructievolgorde bij tweetalig leesonderwijs op Curaçao. (MA thesis, Radboud University Nijmegen.)Google Scholar
Kook, H., & Vedder, P. H. (1989). Antiano I Arubano den skol; de onderwijssituatie van Antilliaanse en Arubaanse kinderen en van hun klasgenoten. Utrecht: P. O. A.Google Scholar
Lemberger, N., & Reyes-Carrasquillo, A. (2011). Perspectives on teacher quality: Bilingual education and ESL teacher certification, test-taking experiences, and instructional practices. Journal of Multilingual Education Research, 2, 57–79.Google Scholar
Lesaux, N.K., & Geva, E. (2006). Synthesis: Development of literacy in language minority learners. In August, D. L. & Shanahan, T. (eds.) Developing Literacy in a Second Language: Report of the National Literacy Panel (pp. 53–74). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Managan, K. (2016). The sociolinguistic situation in Guadeloupe: Diglossia reconsidered. Journal of Pidgin and Creole Languages, 31, 253–287. DOI: https://doi.org/10.1075/jpcl.31.2.02man.CrossRefGoogle Scholar
Mercelina, G., Segers, E., Severing, R., & Verhoeven, L. (2023). Variation in early decoding development in a post-colonial Caribbean context. Learning and Individual Differences, 102. DOI: https://doi.org/10.1016/j.lindif.2023.102257CrossRefGoogle Scholar
Migge, B., Léglise, I., & Bartens, A. (2010a). Creoles in education: A discussion of pertinent issues. In Migge, B., Léglise, I. & Bartens, A. (eds.), Creoles in Education: An Appraisal of Current Programs and Projects (pp. 1–30). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Migge, B., Leglise, I., & Bartens, A. (2010b). Creoles in Education: An Appraisal of Current Programs and Projects. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Minister of Education and Culture. (1992). Het basisonderwijs op de Nederlandse Antillen. Willemstad: Ministry of Education and Culture.Google Scholar
Narain, G. (1995). Een studie naar het Papiamentu en het Nederlands van kleuters op Curaçao en Nederland. (Doctoral dissertation, Tilburg University.)Google Scholar
Narain, G., & Verhoeven, L. (1994). Ontwikkeling van tweetaligheid bij allochtone kleuters. Tilburg: Tilburg University Press.Google Scholar
Odenthal, L., & Bouwman, A. (2016). Geletterdheid op Bonaire. Bonaire: Stichting Lezen en Schrijven.Google Scholar
Oltheten, T. (1980). Overgaan of zittenblijven: Een sociologische verkenningsstudie van factoren die invloed hebben op de leerprestaties van het Curaçaose volkskind in het basisonderwijs. The Hague: UNA.Google Scholar
Pereira, J. (2018). Valorization of Papiamentu in Aruban Society and Education. (Doctoral dissertation, University of Curaçao.)Google Scholar
Prins-Winkel, A. C. (1973). Kabes duru? Verslag van een onderzoek naar de onderwijssituatie op de Benedenwindse Eilanden van de Nederlandse Antillen in verband met het probleem van de vreemde voertaal bij het onderwijs. Zeist: Dijkstra.Google Scholar
Prins-Winkel, A. C. (1983). Educational myths, ideals and realities on the A-B-C-islands of the Netherlands Antilles: A century of educational efforts and failures in Dutch-colonial schools. In Muller, E. (ed.), Papiamentu: Problems and Possibilities (pp. 9–22). Zutphen: De Walburg Pers.Google Scholar
Severing, R. (1997). Geletterdheid en onderwijssucces op Curaçao. (Doctoral dissertation, Nijmegen.)Google Scholar
Severing, R., & Verhoeven, L. (1995). Tweetaligheid en schoolsucces van kinderen op Curaçao. Pedagogische Studiën, 72, 357–373.Google Scholar
Severing, R. & Weijer, C. (2008). The fundashon pa planifikashon di idioma: Language planning and language policy in Curaçao (p. 247–260). In Faraclas, N., Severing, R., & Weijer, C. (eds.), Linguistic Studies on Papiamentu. Curaçao: Fundashon pa Planifikashon di Idioma.Google Scholar
Severing, R., & Weijer, C. (2010). Gaining perspective on Papiamentu: Milestones and achievements. In Faraclas, N., Severing, R., Weijer, C. & Echteld, L. (eds.), Crossing Shifting Boundaries (pp. 13–28). Willemstad: Fundashon pa Planifikashon di Idioma, Universiteit van de Nederlandse Antillen.Google Scholar
Siegel, J. (2005). Literacy in pidgin and creole languages. Current Issues in Language Planning, 6(3), 143–163.CrossRefGoogle Scholar
Siegel, J. (2010). Bilingual literacy in creole contexts. Journal of Multilingual and Multicultural Development, 31(4), 383–402.CrossRefGoogle Scholar
Simmons-McDonald, H. (2010). Introducing French Creole as a language of instruction in education in St. Lucia. In Migge, B., Léglise, I. & Bartens, A. (eds.), Creoles in Education: An Appraisal of Current Programs and Projects (pp. 183–210). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Spolsky, B. (2000). Anniversary article: Language motivation revisited. Applied Linguistics, 21, 157–169. DOI: https://doi.org/10.1093/applin/21.2.157.CrossRefGoogle Scholar
Stubbs, M. (2013). Language and Literacy: The Sociolinguistics of Reading and Writing. London: Routledge.Google Scholar
UNESCO. (2013). Never Too Late to Complete School. UIS Information Paper, 15. Paris: UNESCO.Google Scholar
Van der Elst-Koeiman, M., Segers, E., Severing, R., & Verhoeven, L. (2022). Learning to read in mother tongue or foreign language: Comparing Papiamento-Dutch reading skills in the post-colonial Dutch Caribbean. Learning and Individual Differences, 95, 102–138. DOI: https://doi.org/10.1016/j.lindif.2022.102138.CrossRefGoogle Scholar
Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425–439.CrossRefGoogle Scholar
Verhoeven, L. (2010). Second language reading acquisition. In Kamil, M. L., Pearson, P. D., Moje, E. B. & Afflerbach, P. (eds.) Handbook of Reading Research (pp. 661–683). New York: Taylor & Francis.Google Scholar
Verhoeven, L. (2017).Learning to read in a second language. In Cain, K., Compton, D. L., & Parilla, R. K. (eds.) Theories of reading development (pp. 215–235). Amsterdam: John Benjamins.CrossRefGoogle Scholar

References

Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.Google Scholar
Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In Hiebert, E. (ed.), Reading More, Reading Better (pp. 163–189). New York: Guilford Press.Google Scholar
Alivernini, F. (2013). An exploration of the gap between highest and lowest ability readers across 20 countries. Educational Studies, 39(4), 399–417.CrossRefGoogle Scholar
Araújo, L., & Costa, P. (2012). Reading literacy in PIRLS 2006: What explains achievement in 20 EU countries? EUR 66894 EN.Google Scholar
Araújo, L., & Costa, P. (2015). Home book reading and reading achievement in EU countries: the Progress in International Reading Literacy Study 2011 (PIRLS). Educational Research and Evaluation, 21, 422–438. DOI: http://dx.doi.org/10.1080/13803611.2015.1111803.CrossRefGoogle Scholar
Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 10–141. DOI: http://dx.doi.org/10.2307/746948.CrossRefGoogle Scholar
Caravolas, M., Lervåg, A., Mousikou, P. et al. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23, 678e686. DOI: http://dx.doi.org/10.1177/0956797611434536.CrossRefGoogle ScholarPubMed
Caro, D. H., Sandoval-Hernández, A., & Lüdtke, O. (2014). Cultural, social, and economic capital constructs in international assessments: An evaluation using exploratory structural equation modelling. School Effectiveness and School Improvement, 25, 433–450. DOI: https://doi.org/10.1080/09243453.2013.812568.CrossRefGoogle Scholar
Catts, H. W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in the Schools, 40, 178–183.CrossRefGoogle ScholarPubMed
Chall, J. (1996). Learning to Read: The Great Debate (revised ed.). New York: McGraw-Hill.Google Scholar
Chall, J., & Jacobs, V. A. (2003). Poor children’s fourth-grade slump. American Educator, 27, 14–17.Google Scholar
Choi, A., & Jerrim, J. (2016). The use (and misuse) of PISA in guiding policy reform: The case of Spain. Comparative Education, 52, 230–245.CrossRefGoogle Scholar
Costa, P., & Araújo, L. (2012). Differential Item Functioning (DIF): What functions differently (EUR 25565 – 2012). Luxembourg: Publications Office of the European Union. DOI: http://dx.doi.org/10.2788/60811.Google Scholar
Costa, P., & Araújo, L. (2017). Skilled students and effective schools: Reading achievement in Denmark, Sweden and France. Scandinavian Journal of Educational Research, 50(2), 185–205. DOI: http://dx.doi.org/10.1080/00313831.2017.1307274.Google Scholar
Cutting, L., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277–299.CrossRefGoogle Scholar
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82, 870–886. DOI: https://doi.org/10.1111/j.1467-8624.2011.01576.x.CrossRefGoogle ScholarPubMed
Diebolt, C., & Hippe, R. (2017). Regional human capital inequality in Europe in the long run, 1850–2010. Région et Développement, 45, 5–30.Google Scholar
Elbro, C., & Buch-Iverson, I. (2013). Activation of prior knowledge for inferences making: Effects on reading comprehension. Scientific Studies of Reading, 17, 435–452.CrossRefGoogle Scholar
Elley, W. (2001). Literacy in the present world: Realities and possibilities. In Verhoeven, L. & Snow, C. (eds,). Literacy and Motivation: Literacy Engagement in Individuals and Groups (pp. 225–242). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
European Commission. (2022). Education and Training Monitor. https://education.ec.europa.eu/about-eea/education-and-training-monitorGoogle Scholar
European Commission. (2020). Education and Training Monitor. www.bit.ly/3MHFMcT.Google Scholar
European Commission/EACEA/ Eurydice. (2016). Compulsory Education in Europe – 2016/17. Eurydice Facts and Figures. Luxembourg: Publications Office of the European Union.Google Scholar
Hanushek, E., & Woessmann, L. (2015). The Knowledge Capital of Nations: Education and the Economics of Growth. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Heckman, J. J., & Jacobs, B. (2009). Policies to create and destroy human capital in Europe. IZA Discussion Papers, No. 4680. Bonn: Institute for the Study of Labor (IZA). http://hdl.handle.net/10419/36102.Google Scholar
Hippe, R., & Fouquet, R. (2015). The human capital transition and the role of policy. The Centre for Climate Change Economics and Policy (CCCEP). Working Paper No. 185.Google Scholar
Hulme, C., & Snowling, M. J. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1–5.CrossRefGoogle Scholar
Jerrim, J., & Micklewright, J. (2014). Socio-economic gradients in children’s cognitive skills: Are cross-country comparisons robust to who reports family background? European Sociological Review, 30(6), 766–781. DOI: https://doi.org/10.1093/esr/jcu072CrossRefGoogle Scholar
Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24.CrossRefGoogle Scholar
Landerl, K., Ramus, F., Moll, K., et al. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54(6), 686–694.CrossRefGoogle ScholarPubMed
Lehrl, S., Ebert, S., & Roßbach, H.-G. (2013). Facets of preschoolers’ home literacy environments: What contributes to reading literacy in primary school? In Pfost, M., Artelt, C., & Weinert, S. (eds.), The Development of Reading Literacy from Early Childhood to Adolescence (pp. 35–62). Bamberg: University of Bamberg Press.Google Scholar
Lenkeit, J., Caro, D. H., & Strand, S. (2015). Tackling the remaining attainment gap between students with and without immigrant background: An investigation into the equivalence of SES constructs. Educational Research and Evaluation, 21(1), 60–83.CrossRefGoogle Scholar
Lenkeit, J., Chan, J., Hopfenbeck, T. N., & Baird, J. (2015). A review of the representation of PIRLS related research in scientific journals. Educational Research Review, 16, 102–115.CrossRefGoogle Scholar
Manolitsis, G., Georgiou, G., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496–505. DOI: https://doi.org/10.1016/j.learninstruc.2010.06.005.CrossRefGoogle Scholar
Martin, M. O., Foy, P., Mullis, I. V. S., & O’Dwyer, L. M. (2013). Effective schools in reading, mathematics, and science at the fourth grade. In Martin, M. O. & Mullis, I. V. S. (eds.), TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade – Implications for Early Learning. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.Google Scholar
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. DOI: https://doi.org/10.1037/a0021890.CrossRefGoogle ScholarPubMed
Moll, K., Ramus, F., Bartling, J. et al. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies: Is English an outlier orthography? Learning and Instruction, 29, 65–77.CrossRefGoogle Scholar
Mullis, I. V. S., Kennedy, A. M., Martin, M. O., & Sainsbury, M. (2006). PIRLS 2006 Assessment Framework and Specification (2nd ed.). TIMSS & PIRLS International Study Center Lynch School of Education. Chestnut Hill, MA: Boston College.Google Scholar
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 International Results in Reading. Boston College, TIMSS & PIRLS International Study Center (website). http://timssandpirls.bc.edu/pirls2016/international-results/Google Scholar
Myrberg, E., & Rosén, M. (2006). Reading achievement and social selection into independent schools in Sweden – Results from IEA PIRLS 2001. Scandinavian Journal of Educational Research, 50(2), 185–205. DOI: https://doi.org/10.1080/00313830600576005.CrossRefGoogle Scholar
Myrberg, E., & Rosén, M. (2009). Direct and indirect effects of parents’ education on reading achievement among third graders in Sweden. British Journal of Education Psychology, 79, 695–711. DOI: https://doi.org/10.1348/000709909X453031.CrossRefGoogle ScholarPubMed
Netten, A., Droop, M., & Verhoeven, L. (2011). Predictors of reading literacy for first and second language learners. Reading & Writing, 23, 413–425.CrossRefGoogle Scholar
Netten, A. R., Luyten, J. W., Droop, M., & Verhoeven, L. T. W. (2016). Role of linguistic and sociocultural diversity in reading literacy achievement: A multilevel approach. Journal of Research in Reading, 39(2), 189–208. DOI: https://doi.org/10.1111/1467-9817.12032.CrossRefGoogle Scholar
Netten, A. R., Voeten, M. J. M., Droop, M., & Verhoeven, L. T. W. (2014). Sociocultural and educational factors for reading literacy decline in the Netherlands in the past decade. Learning and Individual Differences, 32, 9–18.CrossRefGoogle Scholar
Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Education Psychology, 49, 263–274. DOI: https://doi.org/10.1016/j.cedpsych.2017.03.006.CrossRefGoogle Scholar
OECD. (2010a). PISA 2009 Results: Executive Summary. www.oecd.org/pisa/pisaproducts/46619703.pdf.Google Scholar
OECD. (2010b). PISA 2009 Results: Overcoming Social Background – Equity in Learning Opportunities and Outcomes (Volume II). http://dx.doi.org/10.1787/9789264091504-en.CrossRefGoogle Scholar
OECD. (2010c). PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices (Volume IV). DOI: http://dx.doi.org/10.1787/9789264091559-en.CrossRefGoogle Scholar
OECD. (2011). What Can Parents Do to Help Their Children Succeed in School? Pisa in Focus No. 10. www.oecd.org/pisa/49012097.pdf.Google Scholar
OECD. (2012). Let’s Read Them a Story: The Parent Factor in Education. Paris: OECD Publishing. DOI: http://dx.doi.org/10.1787/9789264176232-e.Google Scholar
OECD. (2013a). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.Google Scholar
OECD. (2013b). PISA 2012 Results: Ready to Learn: Students’ Engagement, Drive and Self-Beliefs (Volume III). Paris: OECD Publishing. DOI: http://dx.doi.org/10.1787/9789264201170-en.Google Scholar
OECD. (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing. DOI: http://dx.doi.org/10.1787/eag-2017-en.Google Scholar
OECD. (2019). PISA 2018 Assessment and Analytical Framework, PISA. Paris: OECD Publishing. DOI: https://doi.org/10.1787/b25efab8-en.Google Scholar
Park, H. (2008). Home literacy environments and children’s reading performance: A comparative study of 25 countries. Educational Research and Evaluation, 14, 489–505. DOI: http://dx.doi.org/10.1080/13803610802576734.CrossRefGoogle Scholar
Perfetti, C. A. (1992). The representation problem in reading acquisition. In Gough, P. B., Ehri, L. C., & Trieman, R. (eds.), Reading Acquisition (pp. 145–174). Hillsdale, NJ: Erlbaum.Google Scholar
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skills. In Snowling, M. J. & Hulme, C. (eds.), The Science of Reading: A Handbook (pp. 227–274). Oxford: Blackwell.CrossRefGoogle Scholar
Perfetti, C., & Verhoeven, L. (2017). Epilogue: Universals and particulars in learning to read across seventeen orthographies. In Verhoeven, L. & Perfetti, C. (eds.), Learning to Read across Languages and Writing Systems (pp. 455–466). Cambridge: Cambridge University Press.Google Scholar
Piasta, S. B., & Wagner, K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38. DOI: https://doi.org/10.1598/RRQ.45.1.2.CrossRefGoogle ScholarPubMed
Pollatsek, A., & Treiman, R. (2015). The Oxford Handbook of Reading. New York: Oxford University Press.CrossRefGoogle Scholar
Pokropek, A., Borgonovi, F., & Jakubowski, M. (2015). Socio-economic disparities in academic achievement: A comparative analysis of mechanisms and pathways, Learning and Individual Differences, 42, 10–18. DOI: https://doi.org/10.1016/j.lindif.2015.07.011.CrossRefGoogle Scholar
Riley, J. (1996). The Teaching of Reading: The Development of Literacy in the Early Years of School. London: Sage Publications.Google Scholar
Rose, E., Lehrl, S., Ebert, S., & Weinert, S. (2018). Long-term relations between children’s language, the home literacy environment, and socioemotional development from ages 3 to 8. Early Education and Development, 29, 342–356. DOI: https://doi.org/10.1080/10409289.2017.1409096.CrossRefGoogle Scholar
Schmalz, X., Marinus, E., Coltheart, M. & Castles, A. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22, 1614–1629. DOI: https://doi.org/10.3758/s13423-015-0835-2.CrossRefGoogle Scholar
Seidenberg, M. S. (2013). The science of reading and its educational implications. Language Learning and Development, 9(4), 331–360. http://dx.doi.org/10.1080/15475441.2013.812017.CrossRefGoogle ScholarPubMed
Sénéchal, M. (2012). Child language and literacy development at home. In Wasik, B. (ed.), Handbook of Family Literacy (pp. 38–50). London: Taylor and Francis.Google Scholar
Sénéchal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. In Neuman, S. B. & Dickinson, D. K. (eds.), Handbook of Early Literacy Research, Vol. 2 (pp. 173-184). New York: Guilford Press.Google Scholar
Seymour, P., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.CrossRefGoogle ScholarPubMed
Shager, H. M., Schindler, H. S., Magnuson, K. A. et al. (2013). Can research design explain variation in head start research results? A meta-analysis of cognitive and achievement outcomes. Educational Evaluation and Policy Analysis, 35, 76–95. DOI: https://doi.org/10.3102/0162373712462453.CrossRefGoogle Scholar
Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance of on an “outlier” orthography. Psychological Bulletin, 134, 584–615.CrossRefGoogle Scholar
Shiel, G. & Eivers, E. (2009). International comparisons of reading literacy: What can they tell us? Cambridge Journal of Education, 39(3), 345–360.CrossRefGoogle Scholar
Silinskas, G., Aunola, K., Lerkkanen, M.-K., & Raiziene, S. (2021). Parental teaching of reading and spelling across the transition from kindergarten to Grade 1. Frontiers in Psychology, 11, Article 610870. DOI: https://doi.org/10.3389/fpsyg.2020.610870.CrossRefGoogle ScholarPubMed
Silinskas, G., Lerkkanen, M. K., Tolvanen, A. et al. (2012). The frequency of parents’ reading-related activities at home and children’s reading skills during kindergarten and Grade 1. Journal of Applied Developmental Psychology, 33, 302–310. DOI: https://doi.org/10.1016/j.appdev.2012.07.004.CrossRefGoogle Scholar
Silinskas, G., Torppa, M., Lerkkanen, M. K., and Nurmi, J. E. (2020). The home literacy model in a highly transparent orthography. School Effectiveness and School Improvement, 31, 80–101. DOI: https://doi.org/10.1080/09243453.2019.1642213.CrossRefGoogle Scholar
Sproat, R. (2016). English among the writing systems of the world. In Cook, V. & Ryan, D. (ed.), The Routledge Handbook of the English Writing System (pp. 3–40). New York: Routledge.Google Scholar
Stancel-Piatak, A., Mirazchiyski, P., & Desa, D. (2013). Promotion of reading and early literacy skills in schools: A comparison of three European Countries. European Journal of Education, 48, 449–510. DOI: https://doi.org/10.1111/ejed.12050.CrossRefGoogle Scholar
UNESCO. (2005). Education for All Global Monitoring Report 2006 – Literacy for Life. Paris: UNESCO.Google Scholar
U.S. Department of Education, National Center for Education Statistics. A Content Comparison of the NAEP and PIRLS Fourth-Grade Reading Assessments, NCES 200310, by Marilyn Binkley and Dana Kelly. Project Officer: Marilyn Binkley. Washington, DC: 2003Google Scholar
Vaessen, A., Bertrand, D., Toth, D. et al. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102(4), 827–842. DOI: https://doi.org/10.1037/a0019465.CrossRefGoogle Scholar
Venezky, R. L. (1991). The development of literacy in the industrialized nations of the West. In Barr, R., Kamil, M. L., Mosenthal, P., & Pearson, D. (eds.), Handbook of Reading Research, Vol. 2, (pp. 46–67). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Ventura, P., Fernandes, T., Leite, I., Pereira, A., & Wong, A. (2019). Is holistic processing of written words modulated by phonology? Acta Psychologica, 201. www.researchgate.net/publication/337050574_Is_holistic_processing_of_written_words_modulated_by_phonology.CrossRefGoogle ScholarPubMed
Verhoeven, L., van Leeuwe, J., Irausquin, R., & Segers, E. (2016). The unique role of lexical accessibility in predicting kindergarten emergent literacy. Reading and Writing, 29(4), 591–608. DOI: https://doi.org/10.1007/s11145-015-9614-8.CrossRefGoogle ScholarPubMed
Weber, R. M. (2001). Historical perspectives on promoting reading: The early Soviet effort. In Verhoeven, L. & Snow, C. (eds.), Reading Engagement in Individuals and Groups (pp. 275–290).Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Ziegler, J. C., Bertrand, D., Tóth, D. et al.(2010).Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21(4), 551–559.CrossRefGoogle Scholar

References

Akhutina, T. V. (2018). Neuropsychological analysis of errors in writing. In Velichenkova, O. A. (ed.), Writing and Reading Disorders in Children: Study and Correction (pp. 76–95). Moscow: Logomag.Google Scholar
Akhutina, T. V., & Inshakova, O. B. (eds.). (2008). Neuropsychological Diagnostics: Examination of Writing and Reading of Primary School Students. Moscow: SFERA: V. Sekachev.Google Scholar
Asmolov, A. G. (2013). Variational education in a changing world: Sociocultural perspective. Education and Science, 8, 3–13.Google Scholar
Batyaeva, S. V. (2017). Logopedic Primer: Comprehensive Author’s Methodology for Teaching Reading: For Preschool Age. Moscow: AST [in Russian].Google Scholar
Doman, G. (1998). How to Teach a Child to Read. Moscow: AST.Google Scholar
Egorov, T. G. (2006). Psychology of Reading Skill. Saint Petersburg: KARO.Google Scholar
Elkonin, D. B. (1992). School Primer [test textbook for four-year-old school beginners]. Moscow: Education.Google Scholar
Elkonin, D. B. (1997). How to teach children to read. In Feldstein, D. I. (ed.), Mental Development in Childhood. Moscow: Institute of Practical Psychology.Google Scholar
Federal Law of December 29, 2012, N 273-FZ. “On Education in the Russian Federation.” (2012). Garant.ru. https://base.garant.ru/70291362/.Google Scholar
Federal State Educational Standards. (2019). https://fgos.ru/.Google Scholar
Glagoleva, Y. I., Arkhipova, Y. I., & Boykina, M. V. (2019). The choice of textbooks and teaching materials for primary school students in state educational institutions of St. Petersburg: Analytical note. https://grot-school.ru/images/doc/fgos-noo/documenty/metodicheskie-rekomendacii.pdf.Google Scholar
Goretsky, V. G., Kiryushkin, V. A., Vinogradskaya, L. A. et al. (2012). ABCs. Textbook for General Education in 2 parts. Moscow: Education.Google Scholar
Grigorenko, E. L., & Elliott, J. J. (2012). Reading about Reading. Voronezh: Aist.Google ScholarPubMed
Ilyina, T. G. (2015). Game Primer: For Children of 5–7 Years Old Having Speech Impairments: Reading Instruction According to the Method of G. A. Kashe. Moscow: GNOM.Google Scholar
Inshakova, O. B. (2013). Multidisciplinary Analysis of Phonemic Writing Skill Formation in Younger Students. Moscow: V. Sekachev.Google Scholar
Inventory of Sample Main Basic Education Programs. (2019). http://fgosreestr.ru/.Google Scholar
Korneev, A. A., Akhutina, T. V., & Matveeva, E. Y. (2019). Peculiarities of third graders reading with different levels of skill development: Analysis of eye movements. Moscow University Physics Bulletin. Series 14: Psychology, 2, 64–87.CrossRefGoogle Scholar
Kornev, A. N. (1995). Dyslexia and Dysgraphia in Children. St. Petersburg: Hippocrates.Google Scholar
Kornev, A. N. (2004). Dyslexia and Its Twins: Criteria for Differentiation. In Materials of the Conference Studies on Reading and Writing Disorders:Results and Prospects. (pp. 117–125). Moscow: Publishing House of Moscow Social and Humanitarian Institute.Google Scholar
Kornev, A. N., & Ishimova, O. A. (2010). A Technique for Diagnosing Dyslexia in Children: A Methodological Guide. St. Petersburg: Publishing House of the Polytechnic University.Google Scholar
Kosinova, E. M. (2006). Logopedic School Primer. Moscow: Machaon.Google Scholar
Krylova, N. L., Pisareva, I. B., & Ipatova, N. L. (1989). Primer: For Training. First School Graders: For Children with Severe Speech Disorders (1st Department). Moscow: Education.Google Scholar
Leontiev, A. A. (ed.) (2016). Pedagogy of Common Sense: Selected Works on the Philosophy of Education and Pedagogical Psychology. Moscow: Smiysl.Google Scholar
Lvov, M. R., Goretsky, V. G., & Sosnovskaya, O. V. (2000). Methods of Teaching Russian Language in Primary School: Textbook for Students of Pedagogical Institutions Studying the Specialty “Pedagogy and Methods of Elementary Education” (2nd, advanced ed.). Moscow: Akademia.Google Scholar
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006: INTERNATIONAL REPORT, IEA’s Progress in International Reading Literacy Study in Primary Schools in 40 Countries. Chestnut Hill, MA: Boston College. http://author-club.org/media/files/Report_PIRLS2006_ENG.pdf.Google Scholar
Nischeva, N. V. (2004). My School Primer: Textbook for Teaching Preschoolers to Read. St. Petersburg: CHILDHOOD-PRESS.Google Scholar
Prishchepova, I. V. (2006). Dysorthography of Elementary School Students: Textbook. Study Guide. St. Petersburg: KARO.Google Scholar
Repkin, V. V., Vostorgova, E. V., & Levin, V. A. (2019). Primer: Textbook for Grade 1: In Two Parts. [system of D. B. Elkonin – V. V. Davydov]. Moscow: Binom. Knowledge Laboratory.Google Scholar
Reznichenko, T. S. (2012). Entertaining Primer. Moscow: GNOM.Google Scholar
Rusetskaya, M. N. (2018). Diagnosis and correction of dyslexia on the basis of competent approach to teaching reading. In Velichenkova, O. A. (ed.), Writing and Reading Disorders in Children: Study and Correction (pp. 151–65) [in Russian]. Moscow: Logomag.Google Scholar
Rybchinskaya, E. V., Korneev, A. A., & Akhutina, T. V. (2018). Reading regular and irregular words by younger students. In Krylov, A. K., Soloviev, V. D., & Kibrik, A. A. (eds.), Eighth International Conference on Cognitive Science: Abstracts of reports. Svetlogorsk. October 18–21. 2018 (pp. 1246–1248). Moscow: Institute of Psychology, Russian Academy of Sciences.Google Scholar
Sadovnikova, I. N. (2011). Dysgraphia. Dyslexia: Technology of Overcoming. Moscow: Paradigm.Google Scholar
Shcherba, L. V. (1983). Theory of Russian Writing: Executive Editor and Foreword Author, edited by Zinder, L. R.. Leningrad: Science: Leningrad Department.Google Scholar
Shtets, A. A. (2009). Literature as self-developing methodological system. (Doctoral thesis [pedagogical sciences], Chelyabinsk State University.)Google Scholar
Silchenkova, L. S. (2006). Teaching Russian Literacy Traditions and Innovations. Moscow: APKiPRO.Google Scholar
Tokareva, O. A. (1971). Disorders of writing in different groups of abnormal children and the principles of work to eliminate them. Speech Pathology: Scientific Notes MGPI Named after Lenin, 406, 63–98.Google Scholar
Velichenkova, O. A. (2018a). Logopedic support of first graders with special educational needs in literacy teaching. In Velichenkova, O. A. (ed.), Writing and Reading Disorders in Children: Study and Correction (pp. 237–260). Moscow: Logomag.Google Scholar
Velichenkova, O. A. (2018b). Phonemic perception: Linguistic, psychological and pedagogical aspects. In Velichenkova, O. A. (ed.), Writing and Reading Disorders in Children: Study and Correction (pp. 40–66). Moscow: Logomag.Google Scholar
Velichenkova, O. A., & Gorilko, M. O. (2019). Logopedic primer as child’s first textbook. In Borisenko, N. A (ed.), All-Russian Scientific Conference Psychodidactics of Modern Textbook: Continuity of Traditions and Development Vectors (pp. 93–100). Moscow: Institute of Psychology of the Russian Academy of Education.Google Scholar
Velichenkova, O. A., & Rusetskaya, M. N. (2015). Speech Therapy Work to Overcome Reading and Writing Disorders in Primary School Students. Moscow: National Book Center.Google Scholar
Volkova, L. S., & Shakhovskoy, S. N. (eds.) (1998). Logopedia: A Textbook for Students of Defectology Faculties in Pedagogical Universities. Moscow: VLADOS.Google Scholar
Zaitsev, N. A. (2000). Writing. Reading. Counting: Textbook of a New Type for Teachers. Educators. Parents. Saint Petersburg: Lan.Google Scholar
Zhukova, N. S. (2017). Primer: Textbook for Teaching Preschoolers to Read Correctly. Moscow: Exmodetstvo.Google Scholar
Zhukova, O. S. (2016). Logopedic School Primer. Moscow: AST.Google Scholar
Zhurova, L. E., & Evdokimova, A. O. (2014). School Primer: Textbook for Students of General Educational Institutions: In 2 Parts. Moscow: Ventana-Graf.Google Scholar
Zinder, L. R. (1987). Essay on General Theory of Writing. Leningrad [Saint Petersburg]: Nauka.Google Scholar
Zuckerman, G. A. (2011). Developmental education: A genetic modelling experiment. Journal of Russian and European Psychology, 49, 45–63. DOI: https://doi.org/10.2753/RPO1061-0405490603.CrossRefGoogle Scholar
Zuckerman, G. A., Kovaleva, G. S., & Kuznetsova, M. I. (2011). Victory in PIRLS and defeat in PISA: Fate of readers’ literacy of 10–15-year-old students. Voprosy Obrazovaniya [Education Issues], 2, 123–150.Google Scholar

References

Addy, N., Kraft, R., Carlson, S., & Fletcher, B. (2012). Synthesis Report: Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework. https://assets.publishing.service.gov.uk/media/57a08a78ed915d3cfd0007a2/61003-IDEVREAN11016GH_ABL_Report_Final_with_appendices_300413.pdf.Google Scholar
Adegbija, E. (2004). Language policy and planning in Nigeria. Current Issues in Language Planning, 5(3), 181–246. DOI: http://dx.doi.org/10.1080/14664200408668258.CrossRefGoogle Scholar
Agence Française de Développement (AFD) & Ministère de l’Éducation, de l’Alphabétisation et des Langues Nationales (MEALN), Mali. (2010). Étude sur le curriculum de l’enseignement fondamental: Rapport 3 développement du scénario privilégié. www.education.gov.ml/IMG/pdf/Etude_sur_le_Curriculum_de_l_enseignement_fondamental.pdf.Google Scholar
Akyeampong, K., Pryor, J., Westbrook, J., & Lussier, K. (2011). Teacher Preparation and Continuing Professional Development in Africa: Learning to Teach Early Reading and Mathematics. Brighton: Centre for International Education, University of Sussex. www.sussex.ac.uk/webteam/gateway/file.php?name=tpa-synthesis-report-july2011.pdf&site=320.Google Scholar
Albaugh, E. A. (2014). State-Building and Multilingual Rducation in Africa. New York: Cambridge University Press. DOI: http://dx.doi.org/10.1017/CBO9781107323735.CrossRefGoogle Scholar
Altinyelken, H. K., Moorcroft, S., & van der Draai, H. (2014). The dilemmas and complexities of implementing language in education policies: Perspectives from urban and rural contexts in Uganda. International Journal of Educational Development, 36, 90–99. DOI: http://dx.doi.org/10.1016/j.ijedudev.2013.11.001.CrossRefGoogle Scholar
Ansah, G. N. (2014). Re-examining the fluctuations in language in-education policies in post-independence Ghana. Multilingual Education, 4(1), 12. DOI: http://dx.doi.org/10.1186/s13616-014-0012-3.CrossRefGoogle Scholar
Ansah, M. A., & Agyeman, N. A. (2015). Ghana language-in-education policy: The survival of two South Guan minority dialects. Per Linguam, 31(1), 89–104. DOI: http://dx.doi.org/10.5785/31-1-592.CrossRefGoogle Scholar
Arkorful, K. (2013). Complementary Education Programme and the opportunity to learn in the northern region of Ghana. (Unpublished doctoral dissertation, University of Sussex). http://sro.sussex.ac.uk/45242/1/Arkorful%2C_Kingsley_K_D.pdf.Google Scholar
Asfaha, Y. M., Beckman, D., Kurvers, J., & Kroon, S. (2009). L2 reading in multilingual Eritrea: The influences of L1 reading and English proficiency. Journal of Research in Reading, 32(4), 351–365. DOI: http://dx.doi.org/10.1111/j.1467-9817.2009.01399.x.CrossRefGoogle Scholar
ASSECOM. (2015, July 23). Aprovado uso de línguas moçambicanas nas assembleias provinciais. Universidade da Integração Internacional da Lusofonia Afro-Brasileira. www.unilab.edu.br/noticias/2015/07/23/mocambique-aprovado-uso-de-linguas-mocambicanas-nas-assembleias-provinciais/.Google Scholar
Ball, J. (2011). Enhancing Learning of Children from Diverse Language Backgrounds: Mother Tongue-Based Bilingual or Multilingual Education in the Early Years. Paris: UNESCO. http://unesdoc.unesco.org/images/0021/002122/212270e.pdf.Google Scholar
Batibo, H. M. (2014). Searching for an optimal national language policy for sustainable development. In McIlwraith, H. (ed.), The Cape Town Language and Development Conference: Looking Beyond 2015 (pp. 16–20). London: British Council.Google Scholar
Begi, N. (2014). Use of mother tongue as a language of instruction in early years of school to preserve the Kenyan culture. Journal of Education and Practice, 5(3), 37–49.Google Scholar
Black, M. M., Walker, S. P., Fernald, L. C. H. et al. (2017). Early childhood development coming of age: Science through the life course. Lancet, 389(10064), 77–90. DOI: http://dx.doi.org/10.1016/S0140-6736(16)31389-7. PubMed.CrossRefGoogle ScholarPubMed
Brombacher, A., Bulat, J., King, S., Kochetkova, E., & Nordstrum, L. (2015). National Assessment Survey of Learning Achievement at Grade 2: Results for Early Grade Reading and Mathematics in Zambia. Washington, DC: USAID. https://shared.rti.org/content/national-assessment-survey-learning-achievement-grade-2-results-early-grade-reading-zambia#.Google Scholar
Canvin, M. (2007). Language and education issues in policy and practice in Mali, West Africa. In Rassol, N. (ed.), Global Issues in Language, Education and Development: Perspectives from Postcolonial Countries (pp. 157–186). Clevedon: Multilingual Matters Ltd.CrossRefGoogle Scholar
Chivhanga, E., & Chimhenga, S. (2013). Language planning in Zimbabwe: The use of indigenous languages (Shona) as a medium of instruction in primary schools. Journal of Humanities and Social Science, 12(5), 58–65.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. DOI: http://dx.doi.org/10.3102/00346543049002222.CrossRefGoogle Scholar
Democratic Republic of the Congo. (2005). Constitution, Article 1, §1. www.constitutionnet.org/sites/default/files/DRC%20-%20Congo%20Constitution.pdf.Google Scholar
Democratic Republic of the Congo. (2014). Loi-cadre nombre 14/004 du 11 Février 2014 de l’enseignement national. www.leganet.cd/Legislation/Droit%20Public/enseignement/Loi14.004.11.02.2004.htm.Google Scholar
Diesob, C. (2017, March 1). Mother tongue language policy in education needs supervision. Ghana News Agency. www.ghananewsagency.org/social/mother-tongue-language-policy-in-education-needs-supervision-113787.Google Scholar
Dubeck, M. M., & Gove, A. (2015). The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations. International Journal of Educational Development, 40, 315–322. DOI: https://doi.org/10.1016/j.ijedudev.2014.11.004.CrossRefGoogle Scholar
Dutcher, N., & Tucker, R. (1995). The use of First and Second Languages in Education: A Review of International Experience. Pacific Islands Discussion Paper Series Number 1. http://documents.worldbank.org/curated/en/131161468770987263/pdf/multi-page.pdf.Google Scholar
Duze, C. O. (2011). Implementation of the mother-tongue/language component in the National Policy in Education in Nigeria. Lwati: A Journal of Contemporary Research, 8(1). www.ajol.info/index.php/lwati/article/view/79716.Google Scholar
Education Act 25 04 (Zimb.). www.parlzim.gov.zw/acts-list/education-act-25-04.Google Scholar
Engle, P. L., Black, M. M., Behrman, J. R. et al. (2007). Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world. Lancet, 369(9557), 229–242. DOI: http://dx.doi.org/10.1016/S0140-6736(07)60112-3.CrossRefGoogle ScholarPubMed
Ensino primário moçambicano será ministrado nas 16 línguas nativas a partir de 2017. (2015, March 19). Voz de América. www.voaportugues.com/a/ensino-primario-mocambique-linguas-nativas/2686803.html.Google Scholar
Erling, E. J., Adinolfi, L., Hultgren, A. K., Buckler, A., & Mukorera, M. (2016). Medium of instruction policies in Ghanaian and Indian primary schools: An overview of key issues and recommendations. Comparative Education, 52(3), 294–310. DOI: http://dx.doi.org/10.1080/03050068.2016.1185254.CrossRefGoogle Scholar
Ethiopia Ministry of Education. (2002). The Education and Training Policy and Its Implementation. Addis Ababa. www.moe.gov.et/documents/20182/23015/The+Education+and+Training+Policy+and+its+Implementation/770c9d55-eace-42f4-8fa5-f2878cf8f4b1.Google Scholar
Federal Democratic Government of Ethiopia. (1994). Education and Training Policy. Addis Ababa. www.unesco.org/education/edurights/media/docs/8bee116313a86cc53420f01a7fa052bd5e40bf3d.pdf.Google Scholar
Ghana Education Service & RTI International. (2014). Ghana 2013 – Early Grade Reading Assessment and Early Grade Mathematics Assessment: Report of findings. Unpublished draft prepared under the USAID Education Data for Decision Making (EdData II) project, Task Order No. AID-641-BC-13-00001 (RTI Task 21). Porto-Novo.Google Scholar
Ghana Education Service & RTI International. (2016). Early Grade Reading Assessment and Early Grade Mathematics Assessment: Report of Findings. Porto-Novo. : USAID. http://pdf.usaid.gov/pdf_docs/pa00mhmt.pdf.Google Scholar
Gotosa, K., Rwodzi, M., & Mhlanga, G. (2013). Language in education: A critical review of current proposals for official mother tongue use in Zimbabwean classrooms. International Journal of Humanities and Social Science, 3(14), 88–94. www.ijhssnet.com/journals/Vol_3_No_14_Special_Issue_July_2013/11.pdfGoogle Scholar
Gove, A., Chabbott, C., Dick, A. P. et al. (2015). Early Learning Assessments: A Retrospective. Paper Commissioned for the EFA Global Monitoring Report 2015. Education for All. New York: United Nations. http://unesdoc.unesco.org/images/0023/002324/232419e.pdf.Google Scholar
Hazeltine, R. (2013). Language policy and education in multilingual South Africa. Hohonu, 11, 26–29. https://hilo.hawaii.edu/academics/hohonu/documents/LanguagePolicyandEducationinMultilingualSouthAfricaRachelHazeltine.pdf.Google Scholar
Henriksen, S. M. (2010). Language attitudes in a primary school: A bottom-up approach to language education policy in Mozambique (Unpublished doctoral dissertation, Roskilde University)Google Scholar
Heugh, K. (2010). Productive engagement with linguistic diversity in tension with globalized discourses in Ethiopia. Current Issues in Language Planning, 11(4), 378–396. DOI: http://dx.doi.org/10.1080/14664208.2011.541867.CrossRefGoogle Scholar
Issa, M. D., & Yamada, S. (2013). Stakeholders’ Perceptions of the Language of Instruction Policy in Malawian Primary Schools and Its Implications for the Quality of Education. Hiroshima: Center for the Study of International Cooperation in Education at Hiroshima University.Google Scholar
King, S., Korda, M., Nordstrum, L., & Edwards, S. (2015). Liberia Teacher Training Program: Endline assessment of the impact of early grade reading and mathematics interventions. Prepared for USAID and FHI 360 under Contract No. 669-A-00-10-00116.00. Research Triangle Park, NC: RTI International. https://globalreadingnetwork.net/eddata/endline-assessment-impact-early-grade-reading-and-mathematics-interventions-liberiaGoogle Scholar
Kinyaduka, B. D., & Kiwara, J. F. (2013). Language of instruction and its impact on quality of education in secondary schools: Experiences from Morogoro Region, Tanzania. Journal of Education and Practice, 4(9), 90–95.Google Scholar
Lei de Bases do Sistema de Educação [Basic Education System Law]. (2001). No. 13/01 (Angola).Google Scholar
Lewis, M. P., Simons, G. F., & Fennig, C. D. (eds.). (2016). Ethnologue: Languages of the world (19th ed.). Dallas, TX: SIL. www.ethnologue.com.Google Scholar
Lugongo, B. (2015, February 14). Bye Std VII exams, English; Karibu Kiswahili in studies. The Citizen. www.thecitizen.co.tz/News/national/Bye-Std-VII-exams–English-Karibu-Kiswahili-in-studies/-/1840392/2623428/-/2krj4x/-/index.Google Scholar
Malawi MoEST (Ministry of Education, Science, and Technology). (2014). National Reading Strategy (2014–2019). Lilongwe: MoEST.Google Scholar
Masina, L. (2014, August 21). Malawi schools to teach in English. Aljazeera. www.aljazeera.com/news/africa/2014/08/malawi-schools-teach-english-local-debate-colonial-201482184041156272.html.Google Scholar
Mazunya, M., & Habonimana, A. (2010). Les Langues de scolarisation dans l’enseignement fondamental en Afrique subsaharienne francophone: Le cas du Burundi. http://docplayer.fr/12812507-Les-langues-de-scolarisation-dans-l-enseignement-fondamental-en-afrique-subsahariennefrancophone-cas-du-burundi.html.Google Scholar
Namibia Ministry of Basic Education, Sport and Culture (MBESC). (2003). The Language policy for schools in Namibia: Discussion document. Windhoek: MBESC.Google Scholar
Okebukola, P. A., Owolabi, O., & Okebukola, F. O. (2012). Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria. Journal of Research in Science Teaching, 50(1), 62–81. DOI: https://doi.org/10.1002/tea.21070.CrossRefGoogle Scholar
Ouane, A., & Glanz, C. (eds.). (2011). Optimising Learning, Education and Publishing in Africa: The Language Factor: A Review and Analysis of Theory and Practice in Mother-Tongue and Bilingual Education in Sub-Saharan Africa. Hamburg: UNESCO.Google Scholar
Piper, B. (2010). Ethiopia Early Grade Reading Assessment. Data Analytic Report: Language and Early Learning. Prepared for USAID under the EdData II project Task Number 7 and Task Number 9. Washington, DC: USAID. http://pdf.usaid.gov/pdf_docs/pnady834.pdf.Google Scholar
Piper, B., & Miksic, E. (2011). Mother tongue and reading: Using early grade reading assessments to investigate language-of-instruction policy in East Africa. In Gove, A. & Wetterberg, A. (eds.), The Early Grade Reading Assessment: Application and Intervention to Improve Basic Literacy (pp. 139–182). Research Triangle Park, NC: RTI Press. www.rti.org/sites/default/files/resources/bk-0007-1109-wetterberg.pdf.Google Scholar
Piper, B., & Mugenda, A. (2014). Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation. Washington, DC: USAID. http://pdf.usaid.gov/pdf_docs/pa00k27s.pdf.Google Scholar
Pressley, J., Sou, S., & Edwards, S. (2016). Assessing the impact of language on pupil learning utilizing GIS data to map ethnologue with school language of instruction to further investigate the impact of language on reading skills acquisition. Poster presented at the 2016 Comparative and International Education Society Conference, April 2016, Vancouver, Canada.Google Scholar
Provisional Government of Eritrea. (1991). Declaration of policies on education in Eritrea. Legal Notice, Number 2–1991 (Oct. 2). Asmara: Department of Education. www.academia.edu/9508712/Language_Education_and_Public_Policy_in_Eritrea.Google Scholar
Republic of Kenya. (2012). Policy framework for education and training. www.kemi.ac.ke/index.php/downloads/category/2-kemi-library?download=4:policy-framework-for-education-2012.Google Scholar
Republic of Liberia. (2010). Education Sector Plan 2010–2020. www.globalpartnership.org/content/liberia-education-sector-plan.Google Scholar
Rhodes, R. (2012). Moving towards bilingual education in Mali: Bridging policy and practice for improved reading instruction [PowerPoint presentation]. MTB-MLE Network (website). http://mlenetwork.org/sites/default/files/Moving%20towards%20bilingual%20education%20in%20Mali.o_0.pdf.Google Scholar
Rosendal, T. (2008). Multilingual Cameroon: Policy, Practice, Problems and Solutions. Gothenburg: University of Gothenburg. www.pol.gu.se/digitalAssets/1328/1328399_no-7_final-multilingual-cameroon-081101.pdf.Google Scholar
RTI International. (2016a). Assistance to Basic Education: All Children Reading (ABE-ACR), Findings Report, Tanzania National Early Grade Reading Assessment (EGRA). Washington, DC: USAID. https://www.edu-links.org/sites/default/files/media/file/2016%20TZ%20EGRA%20Findings%20Report.pdfGoogle Scholar
RTI International. (2016b). Early Grade Reading Assessment (EGRA) Toolkit, 2nd ed. Washington, DC: USAID. https://shared.rti.org/content/early-grade-reading-assessment-egra-toolkit-second-edition#modal–29–560.Google Scholar
RTI International. (2016c). Ghana 2015 Early Grade Reading Assessment and Early Grade Mathematics Assessment: Report of Findings. Prepared for USAID under the EdData II project, Task Order No. AID-641-BC-13-00001 (RTI Task 21). Washington, DC: USAID. http://pdf.usaid.gov/pdf_docs/pa00mhmt.pdf.Google Scholar
RTI International. (2016d). Survey of Children’s Reading Materials in African Languages in Eleven Countries: Final Report. Prepared for USAID under the EdData II project, Task Order No. AID-OAA-12-BC-00004 (RTI Task 19). Washington, DC: USAID. http://pdf.usaid.gov/pdf_docs/pbaaf466.pdf.Google Scholar
Rwanda Ministry of Education. (2008). Nine Years Basic Education Implementation: Fast Track Strategies. Kigali. ww.academia.edu/7708703/REPUBLIC_OF_RWANDA_MINISTRY_OF_EDUCATION_NINE_YEARS_BASIC_EDUCATION_IMPLEMENTATION_FAST_TRACK_STRATEGIES_NOVEMBER_2008.Google Scholar
Simons, G. F., & Fennig, C. D. (eds.). (2017). Ethnologue: Languages of the World (20th ed.). Dallas, TX: SIL International. www.ethnologue.com.Google Scholar
South Africa Department of Basic Education. (2010). The Status of the Language of Learning and Teaching (LOLT) in South African Public Schools: A Quantitative Overview. Pretoria: Department of Basic Education. www.education.gov.za/Portals/0/Documents/Reports/Status%20of%20LOLT.pdf?ver=2011-03-30-231358-000.Google Scholar
Spernes, K. (2012). “I use my mother tongue at home and with friends – not in school!” Multilingualism and identity in rural Kenya. Language, Culture and Curriculum, 25(2), 189–203. DOI: http://dx.doi.org/10.1080/07908318.2012.683531.CrossRefGoogle Scholar
Tanzania Ministry of Education and Vocational Training. (2014). Education and training policy. www.pmoralg.go.tz/noticeboard/tangazo-1027-21050223-Sera-ya-Elimu-na-Mafunzo-2014/Sera-ya-Elimu-na-Mafunzo-2014.pdf.Google Scholar
Tötemeyer, A. (2010). Multilingualism and the language policy for Namibian schools. PRAESA Occasional Papers No. 37. Cape Town: PRAESA.Google Scholar
Trudell, B. (2007). Local community perspectives and language of education in sub-Saharan African communities. International Journal of Educational Development, 27(5), 552–563. DOI: http://dx.doi.org/10.1016/j.ijedudev.2007.02.002.CrossRefGoogle Scholar
Trudell, B. (2016a). Language choice and education quality in Eastern and Southern Africa: a review. Comparative Education, 52(3), 281–293. DOI: http://dx.doi.org/10.1080/03050068.2016.1185252.CrossRefGoogle Scholar
Trudell, B. (2016b). The Impact of Language Policy and Practice on Children’s Learning: Evidence from Eastern and Southern Africa. New York: United Nations Children’s Fund (UNICEF). www.unicef.org/esaro/UNICEF(2016)LanguageandLearning-FullReport(SingleView).pdf.Google Scholar
Uganda Ministry of Education, Science, Technology, and Sports. (2010). Uganda Updated Education Sector Strategic Plan 2010–2015. Kampala: Uganda Ministry of Education, Science, Technology, and Sports.Google Scholar
UNESCO. (2000). Education for All: Meeting Our Collective Commitments. (Text adopted by the World Education Forum, April 26–28, 2000, Dakar, Senegal). Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001211/121147e.pdf.Google Scholar
UNESCO. (2012). At least 250 million children of primary school-age are failing to learn the basics. Technical note prepared for the Education for All Global Monitoring Report 2012: Youth and Skills: Putting Education to Work. Paris: UNESCO. http://unesdoc.unesco.org/images/0021/002193/219349E.pdf.Google Scholar
UNESCO. (2015). Sustainable Development Goals (webpage). http://en.unesco.org/sdgs.Google Scholar
UNESCO Institute for Statistics (UIS). (2017). Net Enrolment Rate by Level of Education [Interactive data set]. Montreal: UIS. http://uis.unesco.org/indicator/edu-part-er-ner.Google Scholar
Varly, P. (2010). The Monitoring of Learning Outcomes in Mali: Language of Instruction and Teachers’ Methods in Mali Grade 2 Curriculum Classrooms. The William and Flora Hewlett Foundation Grant #2008-3367. RTI International Project No. 0212014. Research Triangle Park, NC: RTI International. www.researchgate.net/publication/278390729_The_Monitoring_of_Learning_Outcomes_in_Mali_Language_of_Instruction_and_Teachers%27_Methods_in_Mali_Grade_2_Curriculum_ClassroomsGoogle Scholar
Vujich, D. (2013). Policy and practice on language of instruction in Ethiopian schools: Findings from the young lives school survey. https://assets.publishing.service.gov.uk/media/57a08a21ed915d3cfd0005de/wp108_vujich_language-of-instruction.pdf.Google Scholar
Wangia, J., Furaha, M., & Kikech, B. (2014). The language of instruction versus learning in lower primary schools in Kenya. In Orwenjo, D. O., Njoroge, M. C., Nudng’u, R. W., & Mwangi, P. W. (eds.), Multilingualism and Education in Africa: The State of the State of the Art (pp. 8–23). Newcastle upon-Tyne: Cambridge Scholars Publishing.Google Scholar
Williams, E. (2014). Bridges and Barriers: Language in African Education and Development (Vol. 8). London: Routledge.CrossRefGoogle Scholar
Woldemikael, T. M. (2003). Language, education, and public policy in Eritrea. African Studies Review, 46(1), 117–136. DOI: http://dx.doi.org/10.2307/1514983.CrossRefGoogle Scholar
World Conference on Education for All. (1990). World Conference on Education for All: Meeting Basic Learning Needs, Final Report. Inter-Agency Commission, WCEFA. http://unesdoc.unesco.org/images/0009/000975/097551e.pdf.Google Scholar
Zambia Ministry of Education, Science, Vocational Training and Early Education. (2013). Medium of Instruction in the Early Education and Lower Primary: National Guide. Lusaka: Zambia Ministry of Education, Science, Vocational Training and Early Education.Google Scholar

References

Abu-Rabia, S. (1997). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing, 9, 65–78.CrossRefGoogle Scholar
Abu-Rabia, S., & Siegel, L. S. (2002). Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research, 31, 661–678.CrossRefGoogle ScholarPubMed
Agrawal, T. (2014). Educational inequality in rural and urban India. International Journal of Educational Development, 34, 11–19.CrossRefGoogle Scholar
ASER Centre. (2018). Annual Status of Education Report (Rural) 2018. New Delhi: ASER. http://img.asercentre.org/docs/ASER%202018/Release%20Material/aserreport2018.pdf.Google Scholar
Asfaha, Y. M., Beckman, D., Kurvers, J., & Kroon, S. (2009). L2 reading in multilingual Eritrea: The influences of L1 reading and English proficiency. Journal of Research in Reading, 32, 351–365.CrossRefGoogle Scholar
Asfaha, Y. M., Kurvers, J., & Kroon, S. (2009). Grain size in script and teaching: Literacy acquisition in Ge’ez and Latin. Applied Psycholinguistics, 30, 709–724.CrossRefGoogle Scholar
August, D., & Shanahan, T. (eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Washington, DC: Center for Applied Linguistics.Google Scholar
Azam, M., Chin, A., & Prakash, N. (2013). The returns to English-language skills in India. Economic Development and Cultural Change, 61, 335–367.CrossRefGoogle Scholar
Ball, J. (2011). Enhancing Learning of Children from Diverse Language Backgrounds: Mother Tongue-Based Bilingual or Multilingual Education in the Early Years. Paris: UNESCO.Google Scholar
Bender, P., Dutcher, N., Klaus, D., Shore, J., & Tesar, C. (2005). In Their Own Language: Education for All. Education Notes 38906.Washington, DC: World Bank Group. http://documents.worldbank.org/curated/en/374241468763515925/In-their-own-language-education-for-all.Google Scholar
Benson, C. (2005). The importance of mother tongue-based schooling for educational quality. Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative. www.unesco.org/en/efareport/reports/2005-quality/.Google Scholar
Bhatia, T., & Ritchie, W. C. (2004). Bilingualism in South Asia. In Bhatia, T. K. & Ritchie, W. (eds.), The Handbook of Bilingualism (pp. 780–807). Oxford: Blackwell.Google Scholar
Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580.CrossRefGoogle Scholar
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51.CrossRefGoogle ScholarPubMed
Chakraborty, T., & Bakshi, S. K. (2016). English language premium: Evidence from a policy experiment in India. Economics of Education Review, 50, 1–16.CrossRefGoogle Scholar
Chang, L. Y., Chen, Y. C., & Perfetti, C. A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50, 427–449.CrossRefGoogle ScholarPubMed
Cho, J. R., & McBride-Chang, C. (2005). Levels of phonological awareness in Korean and English: A 1-year longitudinal study. Journal of Educational Psychology, 97, 580–590.CrossRefGoogle Scholar
Chung, S. C., Chen, X., & Geva, E. (2019). Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework. Journal of Neurolinguistics, 50, 149–161.CrossRefGoogle Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251.CrossRefGoogle Scholar
Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. In Bialystok, E. (ed.), Language Processing in Bilingual Children (pp. 70–89). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Da Fontoura, H. A., & Siegel, L. S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing, 7, 139–153.CrossRefGoogle Scholar
Dasgupta, K. (2019, June 3). The three-language formula is a bad idea. Hindustan Times. www.hindustantimes.com/analysis/why-the-three-language-formula-is-a-bad-idea/story-xkmnLInWyJGq6Pale1RdhJ.html.Google Scholar
Dixon, P., Schagen, I., & Seedhouse, P. (2011). The impact of an intervention on children’s reading and spelling ability in low-income schools in India. School Effectiveness and School Improvement, 22, 461–482.CrossRefGoogle Scholar
Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453.CrossRefGoogle Scholar
Education for All in India. (2011). State of literacy. (Online chapter.) www.educationforallinindia.com/chapter6-state-of-literacy-2011-census.pdf.Google Scholar
Gejji, A. (2019, September 7). Karnataka: Scrap English medium in govt schools, writers urge govt. The Times of India. https://timesofindia.indiatimes.com/city/bengaluru/karnataka-scrap-english-medium-in-govt-schools-writers-urge-govt/articleshow/71028126.cms.Google Scholar
Gelb, I. J. (1952). A Study of Writing: The Foundations of Grammatology. Chicago: University of Chicago Press.Google Scholar
Geva, E., & Siegel, L. S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12, 1–30.CrossRefGoogle Scholar
Geva, E., Wade-Woolley, L., & Shany, M. (1997). Development of reading efficiency in first and second language. Scientific Studies of Reading, 1, 119–144.CrossRefGoogle Scholar
Goodrich, J. M., Lonigan, C. J., & Farver, J. M. (2017). Do early literacy skills in children’s first language promote development of skills in their second language? An experimental evaluation of transfer. Journal of Educational Psychology, 105, 414–426.CrossRefGoogle Scholar
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530.CrossRefGoogle Scholar
Government of India. (2011). Census of India. New Delhi: Ministry of Home Affairs.Google Scholar
Government of India. (2012). Draft National Early Childhood Care and Education (ECCE) Policy. https://shodhganga.inflibnet.ac.in/bitstream/10603/234067/4/13%20appendix.pdf.Google Scholar
Gupta, R. (2013). More than ABC: Instructional practices and children’s understanding of literacy through English. Contemporary Education Dialogue, 10, 37–65.CrossRefGoogle Scholar
Indo-Asian News Service. (2019, September 11). English to be medium of instruction in Andhra government schools. India TV. www.indiatvnews.com/news/india/english-medium-of-instruction-andhra-government-schools-548970.Google Scholar
Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing, 30, 1335–1360.CrossRefGoogle Scholar
Jayasundara, N. S. (2014). The development of language education policy: An Indian perspective; a view from Tamil Nadu. International Journal of Scientific and Research Publications, 4, 1–4.Google Scholar
Jhingran, D. (2005). Language Disadvantage: The Learning Challenge in Primary Education. New Delhi: APH Publishing.Google Scholar
Joshi, R. M., & McBride, C. (2019). Introduction: Handbook of literacy in akshara orthography. In Joshi, R. M. & McBride, C. (eds.), Handbook of Literacy in Akshara Orthography (pp. 3–9). Cham: Springer.CrossRefGoogle Scholar
Kandhadai, P., & Sproat, R. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2, 105–116.CrossRefGoogle Scholar
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In Frost, R. & Katz, L. (eds.), Orthography, phonology, morphology, and meaning (pp. 45–66). Amsterdam: Elsevier.Google Scholar
Kim, J., & Davis, C. (2004). Characteristics of poor readers of Korean Hangul: Auditory, visual and phonological processing. Reading and Writing, 17, 153–185.CrossRefGoogle Scholar
Kim, Y. S. (2009). Crosslinguistic influence on phonological awareness for Korean–English bilingual children. Reading and Writing, 22, 843.CrossRefGoogle Scholar
Kim, Y. S., & Petscher, Y. (2011). Relations of emergent literacy skill development with conventional literacy skill development in Korean. Reading and Writing, 24, 635–656.CrossRefGoogle Scholar
Koda, K. (2005). Insights into Second Language Reading. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Koda, K. (2008). Impacts of prior literacy experience on second language learning to read. In Koda, K. & Zehler, A. M. (eds.), Learning to Read across Languages: Cross-Linguistic Relationships in First- and Second Language Literacy Development (pp. 68–96). New York: Routledge.CrossRefGoogle Scholar
Koda, K. (2013). Development of second language reading skills: Cross-linguistic perspectives. In Gass, S. M., & Mackey, A. (eds.), The Routledge Handbook of Second Language Acquisition (pp. 303–318). New York: Routledge.Google Scholar
Kuo, L. J., Uchikoshi, Y., Kim, T. J., & Yang, X. (2016). Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, 46, 1–9.CrossRefGoogle ScholarPubMed
Kurrien, J. (2004, April 30). The English juggernaut: Regional medium schools in crisis. The Times of India, pp. 1–12.Google Scholar
Kurrien, J. (2005). Notes for the meeting of the National Focus Group on Teaching of English, and note on introduction of English at the primary stage. Unpublished manuscript. (New Delhi: National Council of Educational Research and Training.)Google Scholar
Lam, K., Chen, X., Geva, E., Luo, Y. C., & Li, H. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: A longitudinal study. Reading and Writing, 25, 1847–1872.CrossRefGoogle Scholar
Melby‐Lervåg, M., & Lervåg, A. (2011). Cross‐linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta‐analysis of the correlational evidence. Journal of Research in Reading, 34, 114–135.CrossRefGoogle Scholar
Mohanty, A. (2006). Multilingualism of the unequals and predicaments of education in India: Mother tongue or other tongue? In Garcia, O., Skutnabb-Kangas, T., & Torres-Guzman, M. (eds.), Imagining Multilingual Schools: Languages in Education and Glocalization (pp. 262–283). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Mohanty, A. K., Panda, M., & Pal, R. (2010). Language policy in education and classroom practices in India: Is the teacher a cog in the policy wheel? In Menken, K. & Garcia, O. (eds.), Negotiating Language Policies in Schools: Educators as Policymakers, (pp. 211–231). London: Routledge.Google Scholar
Nag, S. (2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30, 7–22.CrossRefGoogle Scholar
Nag, S. (2014). Alphabetism and the science of reading: From the perspective of the akshara languages. Frontiers in Psychology, 5, 1–3.CrossRefGoogle ScholarPubMed
Nag, S. (2017). Learning to read alphasyllabaries. In Cain, K., Compton, D. L., & Parrila, R. K. (eds.), Theories of Reading Development (pp. 75–98). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Nag, S., & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6, 1–9.CrossRefGoogle Scholar
Nag, S., Ramkumar, S., Miranda, R. et al. (2014). Home and school learning environment: Field notes from eight urban, public-funded nursery and primary schools. Working paper. Bangalore: The Promise Foundation.Google Scholar
Nag, S., Snowling, M., Quinlan, P., & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 309–324.CrossRefGoogle Scholar
Nag-Arulmani, S. (2000). Types and manifestations of learning difficulties in Indian classrooms. In paper presented at the First Orientation Programme for Schoolteachers, National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.Google Scholar
Nag-Arulmani, S. (2003). Reading difficulties in Indian languages. In Ghoulandris, N. (ed.), Dyslexia in Different Languages: Cross Linguistic Comparisons. (pp. 235–254). London: Whurr.Google Scholar
Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2008). A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish. Scientific Studies of Reading, 12, 351–371.CrossRefGoogle Scholar
Nakamura, P. R., de Hoop, T., & Holla, C. U. (2019). Language and the learning crisis: evidence of transfer threshold mechanisms in multilingual reading in South India. The Journal of Development Studies, 55, 2287–2305.CrossRefGoogle Scholar
Nakamura, P. R., Joshi, R. M., & Ji, X. R. (2018). Investigating the asymmetrical roles of syllabic and phonemic awareness in akshara processing. Journal of Learning Disabilities, 51, 499–506.CrossRefGoogle ScholarPubMed
Nakamura, P. R., Koda, K., & Joshi, R. M. (2014). Biliteracy acquisition in Kannada and English: A developmental study. Writing Systems Research, 6, 132–147.CrossRefGoogle Scholar
National Council of Educational Research & Training. (2005). National Curriculum Framework 2005. National Council of Educational Research and Training (India).Google Scholar
Nesan, M., Sadeghi, A., & Everatt, J. (2019). Literacy acquisition in the Malayalam orthography: Cognitive/linguistic influences within a multilingual context. In Joshi, R. M. & McBride, C. (eds.), Handbook of Literacy in Akshara Orthography (pp. 85–101). Cham: Springer.CrossRefGoogle Scholar
Pal, S., & Kingdon, G. G. (2010). Can private school growth foster universal literacy? Panel evidence from Indian districts. IZA Discussion Paper 5274.CrossRefGoogle Scholar
Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46, 4646–4674.CrossRefGoogle ScholarPubMed
Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7, 3–24.CrossRefGoogle Scholar
Pinnock, H. (2009). Language and Education: The Missing Link, How the Language Used in Schools Threatens the Achievement of Education For All. London: Save the Children.Google Scholar
Press Trust of India. (2020, May 28). AP CM says firm in resolve to introduce English medium in primary schools. The Times of India. https://timesofindia.indiatimes.com/home/education/news/ap-cm-says-firm-in-resolve-to-introduce-english-medium-in-primary-schools/articleshow/76061600.cms.Google Scholar
Pretorius, E. J., & Mampuru, D. M. (2007). Playing football without a ball: language, reading and academic performance in a high‐poverty school. Journal of Research in Reading, 30, 38–58.CrossRefGoogle Scholar
Ramanujan, K., & Weekes, B. S. (2019). What is an Akshara? In Joshi., R. M., & McBride, C. (eds.), Handbook of Literacy in Akshara Orthography. Cham: Springer.Google Scholar
Ramírez, G., Chen, X., & Pasquarella, A. (2013). Cross-linguistic transfer of morphological awareness in Spanish-speaking English language learners: The facilitating effect of cognate knowledge. Topics in Language Disorders, 33, 73–92.CrossRefGoogle Scholar
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31–74.CrossRefGoogle ScholarPubMed
Reddy, P. R. (2011). Biliteracy development in middle-school students from the slums of India (Unpublished doctoral dissertation, Carnegie Mellon University, Pittsburgh, PA.)Google Scholar
Reddy, P. R., & Koda, K. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5, 110–130.CrossRefGoogle Scholar
Schaefer, M., & Kotzé, J. (2019). Early reading skills related to Grade 1 English second language literacy in rural South African schools. South African Journal of Childhood Education, 9, 1–13.CrossRefGoogle Scholar
Schwartz, M., Geva, E., Share, D. L., & Leikin, M. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10, 25–52.CrossRefGoogle Scholar
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73, 445–460.CrossRefGoogle ScholarPubMed
Seymour, P. H., Aro, M., Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.CrossRefGoogle ScholarPubMed
Shankaran, S. (2019, June 3). Is the three-language formula really implementable now? The Times of India. https://timesofindia.indiatimes.com/blogs/cash-flow/is-the-three-language-formula-really-implementable-now/.Google Scholar
Share, D. L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5, 752. DOI: https://doi.org/10.3389/fpsyg.2014.00752.CrossRefGoogle ScholarPubMed
Share, D. L., & Daniels, P. T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8, 17–31.CrossRefGoogle Scholar
Shastry, G. K. (2012). Human capital response to globalization education and information technology in India. Journal of Human Resources, 47, 287–330.CrossRefGoogle Scholar
Shenoy, S., & Wagner, R. K. (2019). Language and literacy practices that influence bilingual and bi-Literate acquisition in L1 Kannada and L2 English in Bangalore, India. In Joshi, R. M. & McBride, C. (eds.), Handbook of Literacy in Akshara Orthography (pp. 373–388). Cham: Springer.CrossRefGoogle Scholar
Shenoy, S., Wagner, R. K., & Rao, N. M. (2020). Factors that influence reading acquisition in L2 English for students in Bangalore, India. Reading & Writing, 33, 1809–1838.CrossRefGoogle ScholarPubMed
Sircar, S., & Nag, S. (2013). Akshara–syllable mappings in Bengali: A language-specific skill for reading. In Winskel, S. & Padakannaya, P. (eds.), South and Southeast Asian Psycholinguistics (pp. 202–211). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. The Future of Children, 26, 57–74.CrossRefGoogle Scholar
Tollefson, J. W., & Tsui, A. B. (2003). The centrality of medium-of-instruction policy in sociopolitical processes. In Tollefson, J. W. & Tsui, A. B. M. (eds.), Medium of Instruction Policies: Which Agenda? Whose Agenda? (pp. 1–18). London: Lawrence Erlbaum Associates.CrossRefGoogle Scholar
Trudell, B. (2005). Language choice, education and community identity. International Journal of Educational Development, 25, 237–251.CrossRefGoogle Scholar
Tunmer, W. E., & Hoover, W. A. (2019). The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24, 75–93.CrossRefGoogle Scholar
Vaid, J., & Gupta, A. (2002). Exploring word recognition in a semi-alphabetic script: The case of Devanagari. Brain and Language, 81, 679–690.CrossRefGoogle Scholar
Vaish, V. (2008). Biliteracy and Globalization: English Language Education in India. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Vasanta, D. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu. Reading and Writing, 17, 59–78.CrossRefGoogle Scholar
Venkataramanan, K. (2019, June 8). What is the three-language formula? The Times of India. https://timesofindia.indiatimes.com/blogs/cash-flow/is-the-three-language-formula-really-implementable-now/.Google Scholar
Verhoeven, L., & Perfetti, C. (eds.). (2017). Learning to Read across Languages and Writing Systems. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wade-Woolley, L., & Geva, E. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies of Reading, 4, 295–311.CrossRefGoogle Scholar
Wang, M., Cheng, C., & Chen, S. W. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98, 542.CrossRefGoogle Scholar
Wang, M., & Koda, K. (2007). Commonalities and differences in word identification skills among learners of English as a second language. Language Learning, 57, 201–222.CrossRefGoogle Scholar
Wang, M., Park, Y., & Lee, K. R. (2006). Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98, 148–158.CrossRefGoogle Scholar
Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese–English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67–88.CrossRefGoogle ScholarPubMed
Wawire, B. A., & Kim, Y. S. G. (2018). Cross-language transfer of phonological awareness and letter knowledge: Causal evidence and nature of transfer. Scientific Studies of Reading, 22, 443–461.CrossRefGoogle Scholar
Wijayathilake, M. A. D. K., Parrila, R., Inoue, T., & Nag, S. (2019). Cognitive predictors of word reading in Sinhala. Reading and Writing, 32, 1881–1907.CrossRefGoogle Scholar
Winskel, H., & Iemwanthong, K. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23, 1021–1053.CrossRefGoogle Scholar
Winskel, H., Padakannaya, P., & Pandey, A. (2013). Eye movements and reading in the alphasyllabic scripts of South and Southeast Asia. In Winskel, H. & Padakannaya, P. (eds.), South and South-East Asian Psycholinguistics (pp. 315–328). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
World Bank. (2019). Ending Learning Poverty: What Will It Take? Washington, DC. World Bank. https://openknowledge.worldbank.org/handle/10986/32553.Google Scholar
Zhang, D. (2013). Linguistic distance effect on cross-linguistic transfer of morphological awareness. Applied Psycholinguistics, 34, 917–942.CrossRefGoogle Scholar
Zhang, D., & Koda, K. (2014). Awareness of derivation and compounding in Chinese–English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17, 55–73.CrossRefGoogle Scholar
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.CrossRefGoogle ScholarPubMed

References

Anderson, R. C., Li, W., Ku, Y. M., Shu, H., & Wu, N. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95(1), 52–57.CrossRefGoogle Scholar
Bauer, R. S., & Benedict, P. K. (1997). Modern Cantonese Phonology (pp. 109–276). Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Bökset, R. (2006). Long story of short forms: The evolution of simplified Chinese characters. (Doctoral dissertation, Institutionen för orientaliska spark, Stockholm.)Google Scholar
Boltz, W. G. (1994). The Origin and Early Development of the Chinese Writing System, Vol. 78. New Haven, CT: American Oriental Society.Google Scholar
Brennan, C., Cao, F., Pedroarena‐Leal, N., McNorgan, C., & Booth, J. R. (2013). Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems. Human Brain Mapping, 34(12), 3354–3368.CrossRefGoogle ScholarPubMed
Cao, F., & Perfetti, C. A. (2016). Neural signatures of the reading-writing connection: greater involvement of writing in Chinese reading than English reading. PloS One, 11(12), e0168414.CrossRefGoogle ScholarPubMed
Chan, L., & Nunes, T. (1998). Children’s understanding of the formal and functional characteristics of written Chinese. Applied Psycholinguistics, 19(1), 115–131.CrossRefGoogle Scholar
Chan, Y. C. (2013). Learning to read Chinese: The relative roles of phonological awareness and morphological awareness. (Doctoral dissertation, University of Kansas.)Google Scholar
Chang, L. Y., Chen, Y. C., & Perfetti, C. A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavioral Research, 50, 427–449.CrossRefGoogle ScholarPubMed
Chen, X., Anderson, R. C., Li, W. et al. (2004). Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96(1), 142–151.CrossRefGoogle Scholar
Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese children’s vocabulary acquisition and character reading. Reading and Writing, 22(5), 615–631.CrossRefGoogle Scholar
Chen, X., & Pasquarella, A. (2017). Learning to read Chinese. In Verhoeven, L. & Perfetti, C. (eds.), Learning to Read across Languages and Writing Systems (pp. 31–56). Cambridge: Cambridge University Press.Google Scholar
Chen, X., Zhou, H., Zhao, J., & Davey, G. (2010). Home literacy experiences and literacy acquisition among children in Guangzhou, South China. Psychological Reports, 107(2), 354–366.CrossRefGoogle ScholarPubMed
Cheng, K. M. (2014). Does culture matter? Education reforms in East Asia. Revue internationale d’éducation de Sèvres. (online). DOI: https://doi.org/10.4000/ries.3804.CrossRefGoogle Scholar
Cheng, Y., Wu, X., Liu, H., & Li, H. (2017). The developmental trajectories of oral vocabulary knowledge and its influential factors in Chinese primary school students. Acta Psychologica Sinica, 50(2), 206–215.Google Scholar
Chik, P. P. M., Ho, C. S. H., Yeung, P. S. et al. (2012). Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children. Annals of Dyslexia, 62(1), 1–18.CrossRefGoogle ScholarPubMed
Cho, Z. H., Kim, N., Bae, S. et al. (2014). Neural substrates of Hanja (Logogram) and Hangul (Phonogram) character readings by functional magnetic resonance imaging. Journal of Korean Medical Science, 29(10), 1416–1424.CrossRefGoogle ScholarPubMed
Chu, R. (2019, October 8). Hong Kong’s education gap hurts ethnic minorities as much as society at large. Hong Kong Free Press. https://hongkongfp.com/2019/10/08/hong-kongs-education-gap-hurts-ethnic-minorities-much-society-large/.Google Scholar
Chung, K. K., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859.CrossRefGoogle ScholarPubMed
Chung, W. L., & Hu, C. F. (2007). Morphological awareness and learning to read Chinese. Reading and Writing, 20(5), 441–461.CrossRefGoogle Scholar
Coderre, E. L., Filippi, C. G., Newhouse, P. A., & Dumas, J. A. (2008). The Stroop effect in kana and kanji scripts in native Japanese speakers: An fMRI study. Brain and Language, 107(2), 124–132.CrossRefGoogle ScholarPubMed
DeFrancis, J. (1984). The Chinese Language: Fact and Fantasy. Honolulu: University of Hawaii Press.CrossRefGoogle Scholar
Duanmu, S. (2007). The Phonology of Standard Chinese. Oxford: Oxford University Press.CrossRefGoogle Scholar
Fan, X., Fang, X., Huang, Y., Chen, F., & Yu, S. (2018). The influence mechanism of parental care on depression among left behind rural children in China: A longitudinal Study. Acta Psychologica Sinica [in Chinese], 50(9), 1029–1040.CrossRefGoogle Scholar
Feather, J., & Sturges, P. (2003). International Encyclopedia of Information and Library Science. London: Routledge.CrossRefGoogle Scholar
Feldman, L. B., & Siok, W. W. (1999). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40(4), 559–576.CrossRefGoogle Scholar
Foreign Press Center, Japan. (2010). Facts and Figures about Japan. https://web.archive.org/web/20130616132127/http://fpcj.jp/modules/news22/index.php?page=article&storyid=18&topicid=1.Google Scholar
Gao, D. G., & Kao, H. S. R. (2002). Psycho-geometric analysis of commonly used Chinese characters. In Kao, H. S. R. (ed.), Cognitive Neuroscience Studies of the Chinese Language (pp. 195–206). Hong Kong: Hong Kong University Press.Google Scholar
Goodman, K. S., Wang, S., Iventosch, M., & Goodman, Y. M. (eds.). (2012). Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. New York: Routledge.CrossRefGoogle Scholar
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Towards a cross‐linguistic theoretical framework. Dyslexia, 6(2), 133–151.3.0.CO;2-A>CrossRefGoogle ScholarPubMed
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.CrossRefGoogle Scholar
Grivelet, S. (1999). Scriptal environment in Mongolia. Studia Orientalia Electronica, 87, 101–108.Google Scholar
Grivelet, S. (2001). Digraphia in Mongolia. International Journal of the Sociology of Language, 2001(150), 75–93.CrossRefGoogle Scholar
Guan, C. Q., & Wang, Y. (2017). The effect of handwriting training on language learning among deaf children and their matched hearing peers in China. American Annals of the Deaf, 162(3), 265–276.CrossRefGoogle ScholarPubMed
Ho, C. S. H., & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental psychology, 33(6), 946–951.CrossRefGoogle ScholarPubMed
Ho, C. S. H., Ng, T. T., & Ng, W. K. (2003). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research, 35(3), 849–878.CrossRefGoogle Scholar
Ho, C. S. H., Yau, P. W. Y., & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In McBride-Chang, C. & Chen, H. C. (eds.), Reading Development in Chinese Children (pp. 51–71). Westport, CT: Praeger.Google Scholar
Ho, C. S. H., Zheng, M., McBride, C. et al. (2017). Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension. Contemporary Educational Psychology, 51, 293–302.CrossRefGoogle Scholar
Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3) (June): 199–207. DOI: https://doi.org/10.3109/17549507.2014.904441. PMID: 24833426; PMCID: PMC4681499.CrossRefGoogle ScholarPubMed
Holcombe, C. (2017). A History of East Asia. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Hoosain, R. (1992). Psychological reality of the word in Chinese. In Chen, H. C. & Tzeng, O. J. L. (eds.), Language Processing in Chinese (Vol. 90, pp. 111–130). Amsterdam, NY: North-Holland.CrossRefGoogle Scholar
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160.CrossRefGoogle Scholar
Hu, Y., Fang, X., Liu, S. et al. (2018). Heterogeneity in anxiety felt by left-behind children in rural areas: Based on latent profile analysis. Psychological Development and Education 34(3), 346–352 [in Chinese].Google Scholar
Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73–98.CrossRefGoogle ScholarPubMed
Huang, K. (2019). Language ideologies of the transcription system Zhuyin fuhao: a symbol of Taiwanese identity. Writing Systems Research, 11(2), 159–175.CrossRefGoogle Scholar
Hue, C. W. (2003). Number of characters a college student knows. Journal of Chinese Linguistics, 31(2), 300–339.Google Scholar
Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing, 30(6), 1335–1360.CrossRefGoogle Scholar
Jing, L., & Lu, H. (2009). The effects of self-explaining and working memory on Chinese reading comprehension. Psychological Science, 32(4), 1009–1011.Google Scholar
Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45(5), 480–486.CrossRefGoogle ScholarPubMed
Kell, M., & Kell, P. (2013). Literacy and Language in East Asia: Shifting Meanings, Values and Approaches, Vol. 24. Berlin: Springer Science & Business Media.Google Scholar
Kim-Renaud, Y. K. (ed.). (1997). The Korean Alphabet: Its History and Structure. Honolulu: University of Hawaii Press.CrossRefGoogle Scholar
Kita, Y., Yamamoto, H., Oba, K. et al. (2013). Altered brain activity for phonological manipulation in dyslexic Japanese children. Brain, 136(12), 3696–3708.CrossRefGoogle ScholarPubMed
Koda, K. (2017). Learning to read Japanese. In Verhoeven, L. & Perfetti, C (eds.), Learning to Read Across Languages and Writing Systems. Cambridge: Cambridge University Press.Google Scholar
Krafnick, A. J., Tan, L. H., Flowers, D. L. et al. (2016). Chinese character and English word processing in children’s ventral occipitotemporal cortex: fMRI evidence for script invariance. Neuroimage, 133, 302–312.CrossRefGoogle ScholarPubMed
Ku, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16(5), 399–422.CrossRefGoogle Scholar
Lam, S. S. Y., & McBride, C. (2018). Learning to write: The role of handwriting for Chinese spelling in kindergarten children. Journal of Educational Psychology, 110(7), 917–930.CrossRefGoogle Scholar
Lau, K. L., & Chan, D. W. (2007). The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students. Reading and Writing, 20(8), 833–857.CrossRefGoogle Scholar
Lee, H. B. (1990). Differences in language use between North and South Korea. International Journal of the Sociology of Language, 1990(82), 71–86.CrossRefGoogle Scholar
Lee, K. M. (2004). Functional MRI comparison between reading ideographic and phonographic scripts of one language. Brain and Language, 91(2), 245–251.CrossRefGoogle ScholarPubMed
Lee, K. S., & Leung, W. M. (2012). The status of Cantonese in the education policy of Hong Kong. Multilingual Education, 2, 1–22.CrossRefGoogle Scholar
Lee, T. H. (2000). Education in Traditional China: A History, Vol. 13. Leiden: Brill.CrossRefGoogle Scholar
Leong, C. K., & Tamaoka, K. (1995). Use of phonological information in processing kanji and katakana by skilled and less-skilled Japanese readers. Reading and Writing: An Interdisciplinary Journal, 7, 377–393.CrossRefGoogle Scholar
Leong, C. K., Tse, S. K., Loh, K. Y., & Ki, W. W. (2011). Orthographic knowledge important in comprehending elementary Chinese text by users of alphasyllabaries. Reading Psychology, 32(3), 237–271.CrossRefGoogle Scholar
Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005–1019.CrossRefGoogle ScholarPubMed
Li, C., & Thompson, S. (1981). A Functional Reference Grammar of Mandarin Chinese. Berkeley, CA: University of California Press.CrossRefGoogle Scholar
Li, H., Dong, Q., Zhu, J., Liu, J., & Wu, X. (2009). The role of morphological awareness in language skills development of kindergartens. Psychological Science 32(6), 1291–1294 [in Chinese].Google Scholar
Li, H., Dronjic, V., Chen, X. I. et al. (2017). Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 44(5), 1218–1247.CrossRefGoogle ScholarPubMed
Li, H., & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong and Singapore. International Journal of Behavioral Development, 24(1), 82–90.CrossRefGoogle Scholar
Li, H., & Rao, N. (2005). Curricular and instructional influences on early literacy attainment: Evidence from Beijing, Hong Kong and Singapore. International Journal of Early Years Education, 13(3), 235–253.CrossRefGoogle Scholar
Li, H., Shu, H., McBride‐Chang, C., Liu, H., & Peng, H. (2012). Chinese children’s character recognition: Visuo‐orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35(3), 287–307.CrossRefGoogle Scholar
Li, H., Zhang, J., Ehri, L. et al. (2016). The role of orthography in oral vocabulary learning in Chinese children. Reading and Writing, 29(7), 1363–1381.CrossRefGoogle Scholar
Li, W., Anderson, R. C., Nagy, W., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In Li, W., Gaffney, J., & Packard, J. (eds.), Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues (pp. 87–106). Boston, MA: Springer. DOI: https://doi.org/10.1007/978-1-4615-0859-5.Google Scholar
Li, X. (2002). The Xia-Shang-Zhou chronology project: methodology and results. Journal of East Asian Archaeology, 4(1), 321–333.Google Scholar
Li, Y., Zhang, L., Xia, Z. et al. (2017). The relationship between intrinsic couplings of the visual word form area with spoken language network and reading ability in children and adults. Frontiers in Human Neuroscience, 11, 327–338.CrossRefGoogle ScholarPubMed
Lin, C. Y., Cheng, C., & Wang, M. (2018). The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition. Reading and Writing, 31(1), 99–132.CrossRefGoogle Scholar
Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at risk for reading problems. Journal of Learning Disabilities, 39(5), 390–398.CrossRefGoogle ScholarPubMed
Liu, H. F. (2006). Chinese influence on the imperial exam in Japan, Korea, and Vietnam. Academic Monthly 38(12), 136–142 [in Chinese].Google Scholar
Liu, H. Q., Lu, C., An, C. et al. (2013). The Present Situation and Future Development Trend of Rural Education in China. Beijing: 21st Century Educational Research Institute [in Chinese].Google Scholar
Liu, L., Tao, R., Wang, W. et al. (2013). Chinese dyslexics show neural differences in morphological processing. Developmental Cognitive Neuroscience, 6, 40–50.CrossRefGoogle ScholarPubMed
Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62–73.CrossRefGoogle Scholar
Liu, P. D., McBride-Chang, C., Wong, T. T. Y., Shu, H., & Wong, A. M. Y. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34(4), 755–775.CrossRefGoogle Scholar
Liu, T., & Hsiao, J. (2012). The perception of simplified and traditional Chinese characters in the eye of simplified and traditional Chinese readers. The 34th Annual Conference of the Cognitive Science Society (CogSci 2012), Sapporo, Japan, August, 1–4, 2012. Proceedings of the Annual Meeting of the Cognitive Science Society 34, 689–694.Google Scholar
Longcamp, M., Anton, J. L., Roth, M., & Velay, J. L. (2005). Premotor activations in response to visually presented single letters depend on the hand used to write: A study on left-handers. Neuropsychologia, 43(12), 1801–1809.CrossRefGoogle Scholar
Loveday, L. J. (1996). Language Contact in Japan: A Sociolinguistic History. Oxford: Clarendon Press.CrossRefGoogle Scholar
Lu, Z., & Zhang, Y. (2007). The effects of phonological loop of the working memory in Chinese reading comprehension. Acta Psychologica Sinica, 39(05), 768–776.Google Scholar
Mani, D., & Trines, S. (2018, October 16). Education in South Korea. World Education News Reviews. https://wenr.wes.org/2018/10/education-in-south-korea.Google Scholar
Marks, R. A., Kovelman, I., Kepinska, O. et al. (2019). Spoken language proficiency predicts print-speech convergence in beginning readers. NeuroImage, 201, 116021.CrossRefGoogle ScholarPubMed
McBride-Chang, C., Bialystok, E., Chong, K. K., & Li, Y. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89(2), 93–111.CrossRefGoogle ScholarPubMed
McBride-Chang, C., Cho, J. R., Liu, H. et al. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92(2), 140–160.CrossRefGoogle ScholarPubMed
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95(4), 743–751.CrossRefGoogle Scholar
McBride-Chang, C., Tong, X., Shu, H. et al. (2008). Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition. Scientific Studies of Reading, 12(2), 171–194.CrossRefGoogle Scholar
McBride-Chang, C., Zhou, Y., Cho, J. R. et al. (2011). Visual spatial skill: A consequence of learning to read? Journal of Experimental Child Psychology, 109(2), 256–262.CrossRefGoogle ScholarPubMed
Meng, Z. L., Wydell, T. N., & Bi, H. Y. (2019). Visual-motor integration and reading Chinese in children with/without dyslexia. Reading and Writing, 32(2), 493–510.CrossRefGoogle Scholar
Ministry of Education Taiwan. (2017). Literacy Rate Report Y02-02. https://english.moe.gov.tw/mp-1.html.Google Scholar
Mo, J., McBride, C., Yip, L. (2018). Identifying the unique role of orthographic working memory in a componential model of Hong Kong kindergarteners’ Chinese written spelling. Reading and Writing, 31(5), 1083–1108. DOI: https://doi.org/10.1007/s11145-018-9829-6.CrossRefGoogle Scholar
Muroya, N., Inoue, T., Hosokawa, M. et al. (2017). The role of morphological awareness in word reading skills in Japanese: A within-language cross-orthographic perspective. Scientific Studies of Reading, 21(6), 449–462.CrossRefGoogle Scholar
Nakamura, K., Dehaene, S., Jobert, A., Bihan, D. L., & Kouider, S. (2005). Subliminal convergence of Kanji and Kana words: Further evidence for functional parcellation of the posterior temporal cortex in visual word perception. Journal of Cognitive Neuroscience, 17(6), 954–968.CrossRefGoogle ScholarPubMed
OECD (Organization for Economic Co-operation and Development). (2018). PISA 2018 Results. Paris: OECD.Google Scholar
OECD (Organization for Economic Co-operation and Development). (2020). Economic Outlook for Southeast Asia, China and India 2020. Paris: OECD.Google Scholar
Packard, J. L. (2000). The Morphology of Chinese: A Linguistic and Cognitive Approach. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Pan, J., Shu, H., Wang, Y., & Yan, M. (2015). Parafoveal activation of sign translation previews among deaf readers during the reading of Chinese sentences. Memory & Cognition, 43(6), 964–972.CrossRefGoogle ScholarPubMed
Pan, J., Song, S., Su, M. et al. (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8‐year longitudinal study. Developmental Science, 19(6), 982–991.CrossRefGoogle ScholarPubMed
Peng, D. L., Li, Y. P., & Yang, H. (1997). Identification of Chinese characters. In Chen, H.-C. (ed.), Cognitive Processing of Chinese and Related Asian Languages, 85–108. Hong Kong: The Chinese University of Hong Kong.Google Scholar
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383.CrossRefGoogle Scholar
Pine, N., Ping’an, H., & Ren Song, H. (2003). Decoding strategies used by Chinese primary school children. Journal of Literacy Research, 35(2), 777–812.CrossRefGoogle Scholar
Population By-Census. (2016). Thematic Report: Ethnic Minorities. www.bycensus2016.gov.hk/data/16bc-ethnic-minorities.pdf.Google Scholar
Qian, Y., Song, Y. W., Zhao, J., & Bi, H. Y. (2015). The developmental trend of orthographic awareness in Chinese preschoolers. Reading and Writing, 28(4), 571–586.CrossRefGoogle Scholar
Reed, G. G. (1997). Globalisation and education: The case of North Korea. Compare, 27(2), 167–178.CrossRefGoogle Scholar
Ren, Y., & Zhou, X. (2019). The “not learning” subculture: Educational isolation and reproduction of migrant children. Research on Youth Phenomena and Problems, 2(220), 87–99 [in Chinese].Google Scholar
Ruan, Y., Georgiou, G. K., Song, S., Li, Y., & Shu, H. (2018). Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology, 110(2), 180–202.CrossRefGoogle Scholar
Sakurai, Y., Momose, T., Iwata, M. et al. (2000). Different cortical activity in reading of Kanji words, Kana words and Kana nonwords. Cognitive Brain Research, 9(1), 111–115.CrossRefGoogle ScholarPubMed
Sanders, A. (2013). Mongolian transliteration: From a Latin alphabet to romanisation of Cyrillic. Inner Asia, 15(1), 165–175.CrossRefGoogle Scholar
Sarel, M. (1997). Growth and productivity in ÚSEAN countries. IMF Working Paper 97/97. Washington, DC: IMF.Google Scholar
Seeberg, V. (1990). Literacy in China: The Effect of the National Development Context and Policy on Literacy Levels, 1949–79. Bochum: Brockmeyer.Google Scholar
Seeberg, V. (1993). Access to higher education: Targeted recruitment reform under economic development plans in the People’s Republic of China. Higher Education, 25(2), 169–188.CrossRefGoogle Scholar
Shen, J. (2008). Development and environmental role of mobile and left-behind children. Contemporary Youth Research, 10, 9–16 [in Chinese].Google Scholar
Sheng, X. (2014). Higher Education Choice in China: Social Stratification, Gender and Educational Inequality. New York: Routledge.CrossRefGoogle Scholar
Shu, H. (2003). Chinese writing system and learning to read. International Journal of Psychology, 38(5), 274–285.CrossRefGoogle Scholar
Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32(1), 78–89.CrossRefGoogle Scholar
Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74(1), 27–47.CrossRefGoogle ScholarPubMed
Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122–133.CrossRefGoogle Scholar
Shu, H., Peng, H., & McBride‐Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11(1), 171–181.CrossRefGoogle ScholarPubMed
Siok, W. T., Niu, Z., Jin, Z., Perfetti, C. A., & Tan, L. H. (2008). A structural–functional basis for dyslexia in the cortex of Chinese readers. Proceedings of the National Academy of Sciences, 105(14), 5561–5566.CrossRefGoogle ScholarPubMed
So, L. K., & Dodd, B. J. (1995). The acquisition of phonology by Cantonese-speaking children. Journal of Child Language, 22(3), 473–495.CrossRefGoogle ScholarPubMed
Sohn, H. M. (ed.). (2006). Korean Language in Culture and Society. Honolulu: University of Hawaii Press.Google Scholar
Song, J. J. (2002). The Juche ideology: English in North Korea. English Today, 18(1), 47–52.CrossRefGoogle Scholar
Taylor, I., & Taylor, M. M. (1995). Writing and Literacy in Chinese, Korean and Japanese, Vol. III. John Benjamins.CrossRefGoogle Scholar
Thuy, D. H. D., Matsuo, K., Nakamura, K. et al. (2004). Implicit and explicit processing of kanji and kana words and non-words studied with fMRI. Neuroimage, 23(3), 878–889.CrossRefGoogle ScholarPubMed
Tong, X., Lee, S. M. K., Lee, M. M. L., & Burnham, D. (2015). A tale of two features: Perception of Cantonese lexical tone and English lexical stress in Cantonese-English bilinguals. PloS One, 10(11), e0142896.CrossRefGoogle ScholarPubMed
Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426–452.CrossRefGoogle Scholar
Tong, X., Tong, X., & McBride, C. (2017). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167–178.CrossRefGoogle Scholar
Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In Brady, S. A. & Shankweiler, D. P. (eds.), Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman (pp. 67–83). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
Třísková, H. (2011). The structure of the Mandarin syllable: Why, when and how to teach it. Archiv orientální, 79(1), 99–134.Google Scholar
UNDP. (2018). Human Development Reports: Statistical Update 2018. http://hdr.undp.org/en/content/human-development-indices-indicators-2018-statistical-update.Google Scholar
UNESCO. (2016). EFA Global Monitoring Report 2016: Education for People and Planet: Creating Sustainable Futures for All. http://unesdoc.unesco.org/images/0024/002457/245752e.pdf.Google Scholar
United Nations. (2019). 2019 Revision of World Population Prospects. https://population.un.org/wpp/.Google Scholar
Wang, J., Li, H., & Wang, D. (2018). Bridging the rural-urban literacy gap in China: A mediation analysis of family effects. Journal of Research in Childhood Education, 32(1), 119–134.CrossRefGoogle Scholar
Wang, M., Cho, J., & Li., C. (2017). Learning to read Korean. In Verhoeven, L. & Perfetti, C (eds.), Learning to Read Across Languages and Writing Systems. Cambridge: Cambridge University Press.Google Scholar
Wang, M., Ko, I. Y., & Choi, J. (2009). The importance of morphological awareness in Korean–English biliteracy acquisition. Contemporary Educational Psychology, 34(2), 132–142.CrossRefGoogle Scholar
Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese–English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97(1), 67–88.CrossRefGoogle ScholarPubMed
Wang, Y., McBride-Chang, C., & Chan, S. F. (2014). Correlates of Chinese kindergarteners’ word reading and writing: The unique role of copying skills? Reading and Writing, 27(7), 1281–1302.CrossRefGoogle Scholar
World Bank., (2019). World Development Annual Report 2019. Washington, DC: World Bank.CrossRefGoogle Scholar
Worldometer. (2020). Real Time World Statistics (website). www.worldometers. info.Google Scholar
Wu, X., Anderson, R. C., Li, W. et al. (2009). Morphological awareness and Chinese children’s literacy development: An intervention study. Scientific Studies of Reading, 13(1), 26–52.CrossRefGoogle Scholar
Xie, R., Zhang, J., Wu, X., & Nguyen, T. P. (2019). The relationship between morphological awareness and reading comprehension among Chinese children. Frontiers in Psychology, 10, 54–67.CrossRefGoogle ScholarPubMed
Xu, J., & Wang, H. (2004). An Introduction to Modern Chinese. Beijing: Global Publishing [in Chinese.]Google Scholar
Yang, C., Yu, B., Zhao, F., & Lei, Z. (2011). The logistic model analysis of influencing factors for education continuity of migrant children. Journal of Hebei University of Economics and Business, 11(2), 106–109 [in Chinese].Google Scholar
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016a). Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals. Reading and Writing, 29(9), 1935–1958.CrossRefGoogle Scholar
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016b). A componential model of reading in Chinese. Learning and Individual Differences, 45, 11–24.CrossRefGoogle Scholar
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., & Wong, Y. K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55–66.CrossRefGoogle Scholar
Yeung, P. S., Ho, C. S. H., Chik, P. P. M. et al. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15(4), 285–313.CrossRefGoogle Scholar
Yoon, H. K., Bolger, D. J., Kwon, O. S., & Perfetti, C. A. (2002). Subsyllabic units in reading. Precursors of Functional Literacy, 11, 139–163.CrossRefGoogle Scholar
Yoon, H. W., Cho, K. D., Chung, J. Y., & Park, H. (2005). Neural mechanisms of Korean word reading: A functional magnetic resonance imaging study. Neuroscience Letters, 373(3), 206–211.CrossRefGoogle Scholar
Yoon, H. W., Cho, K. D., & Park, H. W. (2005). Brain activation of reading Korean words and recognizing pictures by Korean native speakers: A functional magnetic resonance imaging study. International Journal of Neuroscience, 115(6), 757–768.CrossRefGoogle ScholarPubMed
Zeng, Z. (1994). 广东话普通话的对比与教学 (Comparison between and instruction of Cantonese and Mandarin). Hong Kong: Joint Publishing.Google Scholar
Zhang, J., Li, H., Dong, Q., Xu, J., & Sholar, E. (2016). Implicit use of radicals in learning characters for nonnative learners of Chinese. Applied Psycholinguistics, 37(3), 507–527.CrossRefGoogle Scholar
Zhang, D., Li, X., & Xue, J. (2015). Education inequality between rural and urban areas of the People’s Republic of China, migrants’ children education, and some implications. Asian Development Review, 32(1), 196–224.CrossRefGoogle Scholar
Zhang, J., Lin, T. J., Wei, J., & Anderson, R. C. (2014). Morphological awareness and learning to read Chinese and English. In Chen, X., Wang, Q., Yang, C. L. (eds.), Reading Development and Difficulties in Monolingual and Bilingual Chinese Children (pp. 3–22). Dordrecht: Springer.CrossRefGoogle Scholar
Zhang, J., McBride-Chang, C., Tong, X. et al. (2012). Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension. Reading and Writing, 25(9), 2183–2203.CrossRefGoogle Scholar
Zhao, J., & Shen, J. (2010). An ecological model for left-at-home rural children’s development and its implications for their education. Chinese Journal of Special Education, 7(121), 65–76 [in Chinese].Google Scholar
Zhao, J., Zhou, H., & Chen, X. (2008). Quantity of family shared reading as a predictor of young children’s oral vocabulary. Psychological Development and Education, 1, 14–18 [in Chinese].Google Scholar
Zhu, C., & Yang, L. H. (2003). Investigation about the early home reading education. Early Education, 7, 2–3.Google Scholar
Zhu, Y. (2018, October 15). China’s government spending on education has exceeded 4 percent of GDP for six consecutive years. Xinhua News Agency. www.gov.cn/xinwen/2018-10/15/content_5330998.htm.Google Scholar
Zou, L., Packard, J., Xia, Z., Liu, Y., & Shu, H. (2019). Morphological and whole-word semantic processing are distinct: ERP evidence from spoken word recognition in Chinese. Frontiers in Human Neuroscience, 13, 133.CrossRefGoogle ScholarPubMed
Zuo, J. (2003). From revolutionary comrades to gendered partners: Marital construction of breadwinning in post-Mao urban China. Journal of Family Issues, 24(3), 314–337.CrossRefGoogle Scholar

References

Alban, D. (2016). The brain benefits of learning a second language. Be Brain Fit (web page). https://bebrainfit.com/benefits-learning-second-language/.Google Scholar
ABS (Australian Bureau of Statistics). (2016a). Census of Population and Housing. www.abs.gov.au/census.Google Scholar
ABS (Australian Bureau of Statistics). (2016b). Ancestry. www.abs.gov.au/websitedbs/censushome.nsf/home/factsheetsa?opendocument&navpos=450.Google Scholar
ACARA (Australian Curriculum, Assessment and Reporting Authority). (2011). Shape of the Australian Curriculum: English. www.acara.edu.au/_resources/Australian_Curriculum_-_English.pdf.Google Scholar
ACARA (Australian Curriculum, Assessment and Reporting Authority). (2014). The Shape of the Australian Curriculum: Languages. www.acara.edu.au/_resources/Languages_-_Shape_of_the_Australian_Curriculum_new.pdf.Google Scholar
ACARA (Australian Curriculum, Assessment and Reporting Authority). (2016a). Framework for Aboriginal Languages and Torres Strait Islander Languages. www.australiancurriculum.edu.au/languages/framework-for-aboriginal-languages-and-torres-strait-islander-languages/rationale.Google Scholar
ACARA (Australian Curriculum, Assessment and Reporting Authority). (2016b). Australian Curriculum. www.australiancurriculum.edu.au/.Google Scholar
ACARA (Australian Curriculum, Assessment and Reporting Authority). (2017). 2017 National Assessment Program: Literacy and Numeracy (NAPLAN), National Report 2017. www.nap.edu.au/docs/default-source/default-document-library/naplan-national-report-2017_final_04dec2017.pdf?sfvrsn=0.Google Scholar
ACARA (Australian Curriculum, Assessment and Reporting Authority). (2020). Australian Curriculum: Languages. www.australiancurriculum.edu.au/f-10-curriculum/languages/.Google Scholar
Australian Department of Employment, Education and Training. (1991). Teaching English literacy: A Project of National Significance on the preservice preparation of teachers for teaching English literacy. 3 vols. (F. Christie, Chair). Canberra: Department of Employment, Education and Training.Google Scholar
Australian Department of Prime Minister and Cabinet. (2015). Closing the Gap: Prime Minister’s Report. www.dpmc.gov.au/sites/default/files/publications/Closing_the_Gap_2015_Report.pdf.Google Scholar
Australian Federation of Ethnic Schools. (2016). Community Languages Australia. Website. www.communitylanguagesaustralia.org.au/.Google Scholar
Australian Government Department of Immigration and Border Protection. (2016a). Fact sheet- Australia’s refugee and humanitarian programme. www.border.gov.au/about/corporate/information/fact-sheets/60refugee.Google Scholar
Australian Government Department of Immigration and Border Protection. (2016b). Australia’s Response to the Syrian and Iraqi Humanitarian Crisis. www.border.gov.au/Trav/Refu/response-syrian-humanitarian-crisis.Google Scholar
AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies). (2019). Indigenous Australian languages. Web page. https://aiatsis.gov.au/explore/articles/indigenous-australian-languages.Google Scholar
Bak, T. H., Nissan, J. J., Allerhand, M. M., & Deary, I. J. (2014). Does bilingualism influence cognitive aging? Annals of Neurology, 75, 959–963.CrossRefGoogle ScholarPubMed
Baker, C. D., & Luke, A. (eds.). (1991). Toward a Critical Sociology of Reading Pedagogy. Amsterdam: John Benjamins Publishing.CrossRefGoogle Scholar
Baker, C. & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism, 6th ed. Bristol: Multilingual Matters.Google Scholar
Bialystok, E. (2014). Neuroplasticity as a model for bilingualism: Commentary on Baum and Titone. Applied Psycholinguistics, 35, 899–902.CrossRefGoogle Scholar
Bialystok, E. (2016). Aging and bilingualism: Why does it matter? Linguistic Approaches to Bilingualism, 6, 1–8.CrossRefGoogle Scholar
Bialystok, E., Poarch, G., Luo, L, & Craik, F. I. M. (2014). Effects of bilingualism and aging on executive function and working memory. Psychology and Aging, 29, 696–705.CrossRefGoogle ScholarPubMed
Bonnor, C., & Connors, L. (2018). Labor’s $250 m promise to Catholic schools reveals a funding horror story. Australian Education Section, Guardian, March. www.theguardian.com/commentisfree/2018/mar/11/labors-250m-promise-to-catholic-schools-reveals-a-funding-horror-story.Google Scholar
Bowern, C., & Koch, H. (2004). Australian Languages: Classification and the Comparative Method. Current Issues in Linguistic Theory Series. Amsterdam: John Benjamins Publishing.CrossRefGoogle Scholar
Buckingham, J., Beaman, R., & Wheldall, K. (2014). Why poor children are more likely to become poor readers: The early years. Educational Review, 66, 428–446.CrossRefGoogle Scholar
Burnley, I. (1988). The population geography of Australia: Trends and prospects. Geoforum, 19, 263–276.CrossRefGoogle ScholarPubMed
Byrne, B. (1998). The Foundations of Literacy: The Child’s Acquisition of the Alphabetic Principle. New York: Psychology Press.Google Scholar
Byrne, B. (2010). Reading and reading acquisition. In Bates, M. J. & Maack, M. N. (eds.), Encyclopedia of Library and Information Sciences, 3rd edition (pp. 4404–4413). London: Taylor & Francis.Google Scholar
Byrne, B. B., Freebody, P., & Gates, E. A. (1992). Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. Reading Research Quarterly, 27, 140–151.CrossRefGoogle Scholar
Cambourne, B. (1988). The Whole Story: Natural Learning and the Acquisition of Literacy in the Cassroom. Sydney, NSW: Ashton Scholastic.Google Scholar
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51.CrossRefGoogle ScholarPubMed
Christie, F., & Derewianka, B. (2008). School Discourse. London: Continuum.Google Scholar
Christie, F., & Maton, K. (eds). (2011). Disciplinarity: Functional Linguistic and Sociological Perspectives. London: Continuum.Google Scholar
Clarkson, C., Smith, M., Marwick, B. et al. (2015). The archaeology, chronology and stratigraphy of Madjedbebe (Malakunanja II): A site in northern Australia with early occupation. Journal of Human Evolution, 83, 46–64.CrossRefGoogle Scholar
Clyne, M. (2005). Australia’s Language Potential. Sydney, NSW: University of New South Wales Press.Google Scholar
Clyne, M. (2011). Multilingualism, multiculturalism and integration. In Jupp, J. & Clyne, M. (eds.), Multiculturalism and Integration: A Harmonious Relationship, pp. 53–71. Canberra: Australian National University Press.CrossRefGoogle Scholar
Clyne, M., Hunt, C. & Isaakidis, T. (2004). Learning a community language as a third language. International Journal of Multilingualism, 1, 33–52.CrossRefGoogle Scholar
Collins, P. C., & Peters, P. (2004). Australian English: morphology and syntax. In Kortmann, B. & Schneider, E. W. (eds.) A Handbook of Varieties of English, pp. 593–610. Berlin: Mouton de Gruyter.Google Scholar
Coltheart, M. (2005). Modeling reading: The Dual-Route approach. In Snowling, M. J. & Hulme, C. (eds.), The Science of Reading: A Handbook, pp. 6–23. Malden, MA: Blackwell Publishing.CrossRefGoogle Scholar
Commonwealth of Australia. (2005). Teaching Reading: National Inquiry into the Teaching of Literacy. (K. Rowe, Chair). Australian Council for Educational Research. http://research.acer.edu.au/tll_misc/5/.Google Scholar
Community Languages Australia. (2019). Project Report 2017–2018. www.communitylanguagesaustralia.org.au/aboutus.Google Scholar
Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50, 213–229.CrossRefGoogle Scholar
Connors, L., & McMorrow, J. (2015). Imperatives in School Funding: Equity, Sustainability and Achievement. Australian Education Review, Number 60, Camberwell, VIC: Australian Council for Educational Research. http://research.acer.edu.au/aer/14/.Google Scholar
Cope, B., & Kalantzis, M. (2013). “Multiliteracies”: New literacies, new learning. In Hawkins, M. R. (ed.), Framing Languages and Literacies: Socially Situated Views and Perspectives, pp. 105–135. New York: Routledge.Google Scholar
Cox, R., Feez, S., & Beveridge, L. (eds.) (2019). The Alphabetic Principle and Beyond: Surveying the Landscape. Newtown, NSW: Primary English Teaching Association of Australia.Google Scholar
Cross, R. (2015). Defining content and language integrated learning for languages education in Australia. Babel, 49, 4–12.Google Scholar
Delistrati, J. (2014). The cognitive benefits of multilingualism. The Atlantic. www.theatlantic.com/health/archive/2014/10/more-languages-better-brain/381193/.Google Scholar
Devlin, B. (2009). Bilingual education in the Northern Territory and the continuing debate over its effectiveness and value. Paper presented to AIATSIS Research Symposium, Canberra. www.abc.net.au/4corners/special_eds/20090914/language/docs/Devlin_paper.pdf.Google Scholar
Devlin, B. (2010). Evidence, policy, and the step model of bilingual education in the Northern Territory: A brief outline. Paper presented to public forum “Bilingual Education in the Northern Territory,” Charles Darwin University. www.ns.uca.org.au/wp-content/uploads/2010/09/Evidence-in-Bilingual-Education.pdf.Google Scholar
Disbray, S. (2019). Realising the Australian curriculum framework for Aboriginal languages and Torres Strait Islander languages. Babel, 54(1/2), 21–25.Google Scholar
Disbray, S., and Loakes, D. (2013). Writing Aboriginal English and creoles: Five case studies in Australian educational contexts. Australian Review of Applied Linguistics, 36, 285–301.CrossRefGoogle Scholar
Dixon, S. (2013). Educational failure or success: Aboriginal children’s non-standard English utterances. Australian Review of Applied Linguistics, 36, 302–315.CrossRefGoogle Scholar
Eades, D. (1991). Communicative strategies in Aboriginal English. In Romaine, S. (ed.) Language in Australia (pp 84–93). Sydney: Cambridge University Press, pp. 84–93.CrossRefGoogle Scholar
Eades, D. (2014). Aboriginal English. In Koch, H. and Nordlinger, R. (eds.), The Languages and Linguistics of Australia: A Comprehensive Guide (pp. 417–447). Berlin: Walter de Gruyter.CrossRefGoogle Scholar
Education Council. (2019). Alice Springs (Mparntwe) Education. https://docs.education.gov.au/documents/alice-springs-mparntwe-education-declaration.Google Scholar
Edwards-Groves, C., & Grootenboer, P. (2015). Practice and praxis in literacy education. Australian Journal of Language and Literacy, 38, 150–161.CrossRefGoogle Scholar
Ellis, E. (2008). Defining and investigating mono-lingualism. International Journal Sociolinguistic Studies, 2, 173–196.Google Scholar
Ellis, E. (2016). The pluri-lingual TESOL teacher. Trends in Applied Linguistics, Vol. 25. Berlin: de Gruyter Mouton.Google Scholar
Evans, N., & Sasse, H-P. (eds.) (2002). Problems of Polysynthesis. Studia Typologica, Neue Reihe. Berlin: Akademie Verlag.CrossRefGoogle Scholar
Farrell, L. (2009). Testing the future: Work, literacies, and economies. In Baynham, M. & Prinsloo, M. (eds.), The Future of Literacy Studies (pp. 181–198). London: Palgrave Macmillan.CrossRefGoogle Scholar
Fielding-Barnsley, R., & Hay, I. (2012). Comparative effectiveness of phonological awareness and oral language intervention for children with low emergent literacy skills. Australian Journal of Language and Literacy, 35, 271–286.CrossRefGoogle Scholar
First Languages Australia. (2020). www.firstlanguages.org.au/projects/schools.Google Scholar
Fischer, S. R. (2001). A History of Writing. London: Reaktion.Google Scholar
Freebody, P. (2017). Evidence and culture in the global literacy education competition – and other possibilities. In Lian, A., Kell, P., Black, P., & Lie, K-Y. (eds.), Challenges in Global Learning: Dealing with Education Issues from an International Perspective (pp. 70–94). Cambridge: Cambridge Scholars Publishing.Google Scholar
Freebody, P. (2019). What kind of knowledge can we use? Scoping an adequate program for literacy education. In Cox, R., Feez, S., & Beveridge, L. (eds.), The Alphabetic Principle and Beyond: Surveying the Landscape (pp. 32–47). Newtown, NSW,: Primary English Teaching Association of Australia.Google Scholar
Freebody, S., & Freebody, P. (2017). Australian teachers’ literacy levels: Comparisons from the OECD international Survey of Adult Skills. Hot topics in literacy education, (pp. 1–9). Australian Literacy Educators Association, www.alea.edu.au/publicresources/alea-hot-topics.Google Scholar
Gale, M. (1994). Bi-lingual education programs in Aboriginal schools. In Hartman, D. and Henderson, J. (eds.), Aboriginal Languages in Education (pp. 192–203). Alice Springs: Institute for Aboriginal Development.Google Scholar
Gibbons, P. (2014). Scaffolding Language, Scaffolding Learning. London: Heinemann.Google Scholar
Gilbert, P. (1989). Writing, Schooling and Deconstruction: From Voice to Text in the Classroom. London: Routledge.Google Scholar
Gonski, D. (Chair). (2011). Review of Funding for Schooling – Final Report. Canberra: Department of Education, Employment and Workplace Relations. https://docs.education.gov.au/system/files/doc/other/review-of-funding-for-schooling-final-report-dec-2011.pdf.Google Scholar
Goot, M., & Rowse, T. (2007). Divided Nation: Indigenous Affairs and the Imagined Public. Melbourne: Melbourne University Publishing.Google Scholar
Gray, B. (2007). Accelerating the Literacy Development of Indigenous Students. Darwin: Charles Darwin University Press.Google Scholar
Green, B., & Beavis, C. (2012). Literacy in 3D: An Integrated Perspective in Theory and Practice. Camberwell, Vic.: Australian Council for Educational Research.Google Scholar
Green, B., & Beavis, C. (2013). Literacy education in the age of new media. In Hall, K., Cremin, T., Comber, B., & Moll, L. (eds.), International Handbook of Research on Children’s Literacy, Learning, and Culture (pp. 42–53). Oxford: Wiley-Blackwell.CrossRefGoogle Scholar
Hajek, J., & Slaughter, Y. (eds.) (2014). Challenging the Monolingual Mindset. London: Multilingual Matters.CrossRefGoogle Scholar
Halliday, M. A. K. (1985). An Introduction to Functional Grammar. London: Edward Arnold.Google Scholar
Hammond, J. (2016). Dialogic space: intersections between dialogic teaching and systemic functional linguistics. Research Papers in Education, 31, 5–22.CrossRefGoogle Scholar
Harrington, M. (2012). Australia in the Asian Century: Asian Studies in Schools. Parliament of Australia. www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/FlagPost/2012/November/Australia_in_the_Asian_Century_Asian_studies_in_schools.Google Scholar
Harris, J., & Sandefur, J. (1984). The creole language debate and the use of creoles in Australian schools. Aboriginal Child at School, 12, 8–29.CrossRefGoogle Scholar
Hill, S., Comber, B., Louden, B., Rivalland, J., & Reid, J. (2002). 100 Children Turn 10: A Longitudinal Study of Literacy Development from the Year Prior to School to the First Four Years of School. Canberra: Department of Education, Science and Training.Google Scholar
Horton, D. R. (1996). Map of Aboriginal Australia, Circa 1788. Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). Canberra: Aboriginal Studies Press.Google Scholar
Hudson, P., & Taylor-Henley, S. (1995). First Nations child and family services: Facing the realities. Canadian Social Work Review, 12, 72–84.Google Scholar
International Monetary Fund. (2020). World Economic Outlook, 2019. Washington, DC: International Monetary Fund. www.imf.org/en/Publications/WEO/Issues/2019/10/01/world-economic-outlook-october-2019.Google Scholar
Jupp, J., & Clyne, M. (eds.). (2011). Multiculturalism and Integration: A Harmonious Relationship. Canberra: Australian National University Press.CrossRefGoogle Scholar
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies, 2nd ed. Melbourne: Cambridge University Press.CrossRefGoogle Scholar
Kaldor, S., and Malcolm, I. (1991). Aboriginal English: An overview. In Romaine, S. (ed.), Language in Australia, pp. 67–83. Sydney: Cambridge University Press.Google Scholar
Kleinert, S., & Neale, M. (eds.) (2000). The Oxford Companion to Aboriginal Art and Culture. Melbourne: Oxford University Press.Google Scholar
Koch, H., and Nordlinger, R. (2014). The Languages and Linguistics of Australia. Amsterdam: Mouton de Gruyter.CrossRefGoogle Scholar
Lankshear, C., & Knobel, M. (2014). Englishes and digital literacy practices. In Leung, C. & Street, V. (eds.), The Routledge Companion to English Studies, pp. 451–463. London: Routledge.Google Scholar
Lingard, B., Thompson, G., & Sellar, S. (2016). National Testing in Schools: An Australian Assessment. Abingdon: Routledge.Google Scholar
Lo Bianco, J., & Freebody, P. (2001). Australian Literacies: Informing National Policy on Literacy Education, revised 2nd ed. Canberra: Language Australia.Google Scholar
Lo Bianco, J., & Slaughter, Y. (2009). Second Languages and Australian Schooling. Melbourne: Australian Council for Educational Research.Google Scholar
Luke, A. (1988). Literacy, Textbooks, and Ideology: Postwar Literacy and the Mythology of Dick and Jane. London: Falmer Press.Google Scholar
Luke, A. (2018). Critical Literacy, Schooling, and Social Justice: The Selected Works of Allan Luke. London: Routledge.CrossRefGoogle Scholar
Luke, A., Dooley, K., & Woods, A. (2011). Comprehension and content: Planning literacy in low socioeconomic and culturally diverse schools. Australian Educational Researcher, 38, 149–166.CrossRefGoogle Scholar
Macken-Horarik, M., Love, K., Sandiford, C., & Unsworth, L. (2017). Functional Grammatics: Re-conceptualizing Knowledge about Language and Image for School English. London: Routledge.CrossRefGoogle Scholar
Malaspinas, A., Westaway, M. C., Muller, C. et al. (2016). A genomic history of Aboriginal Australia. Nature, 538, 207–214.CrossRefGoogle ScholarPubMed
Martin, J. R. (1985). Factual Writing: Exploring and Challenging Social Reality. Geelong: Deakin University Press.Google Scholar
Martin, J. R., & Maton, K. (eds.). 2013). Special Issue on Cumulative Knowledge-Building in Secondary Schooling. Linguistics and Education, 24.CrossRefGoogle Scholar
Martin, J. R., Maton, K., & Doran, Y. J. (2019). Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. London: Routledge.CrossRefGoogle Scholar
Migration Heritage Centre, NSW, Powerhouse Museum. (n. d.). Objects through Time: 1616 Dirk Hartog Plate. www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/hartog/.Google Scholar
Mills, K. A. (2019). Big Data for Qualitative Research. London: Routledge.CrossRefGoogle Scholar
Mills, K. A., Stornaiuolo, A., Smith, A., & Pandya, J. (2018). Handbook of Writing, Literacies, and Education in Digital Cultures. London: Routledge.Google Scholar
Morgan, A-M., Comber, B., Freebody, P., & Nixon, H. (2014). Literacy in the Middle Years: Learning from Collaborative Classroom Research. Sydney: Primary English Teachers’ Association of Australia.Google Scholar
Morgan, A-M, Kohler, M., & Harbon, L. (2011). Developing intercultural language learning textbooks: Methodological trends, engaging with the intercultural construct, and personal reflections on the process. International Association for Research on Textbooks and Educational Media, 4, 20–51.Google Scholar
Morgan, A-M., Scrimgeour, A., Farmer, K., Dodd, C., & Saunders, S. (2016). Effective Practice in Early Years (Prep-Year 2) Languages Programmes. Commissioned report for the Queensland Department of Education and Training. www.afmlta.asn.au/documents/item/192.Google Scholar
Murtagh, E. J. (1982). Creole and English as languages of instruction in bilingual education with Aboriginal Australians: Some research findings. International Journal of the Sociology of Language, 36, 15–33.Google Scholar
Muspratt, S., & Freebody, P. (2013). Understanding the disciplines of science: Analysing the language of science textbooks. In Khine, M. S. (ed.), Critical Analysis of Science Textbooks: Evaluating Instructional Effectiveness (pp. 33–60). Dordrecht: Springer Science.CrossRefGoogle Scholar
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.CrossRefGoogle Scholar
New South Wales Education Department. (2019). Annual Report 2018. Sydney: NSW Department of Education. https://education.nsw.gov.au/content/dam/main-education/about-us/strategies-and-reports/media/documents/2018-annual-report.pdf.Google Scholar
Nicholls, C. (2005). Death by a thousand cuts: Indigenous language bilingual education programs in the Northern Territory of Australia, 1972–1998. International Journal of Bilingual Education and Bilingualism, 8, 160–177.CrossRefGoogle Scholar
Nunn, P., & Reid, N. (2016). Aboriginal memories of inundation of the Australian coast dating from more than 7000 years ago: Analysis of the complete dataset and its implications. Australian Geographer, 47, 11–47.CrossRefGoogle Scholar
OECD. (2011). Policy outlook. OECD Country Report on Australia. Paris: OECD Publishing. www.oecd.org/edu/EDUCATION_POLICY_OUTLOOK_AUSTRALIA_EN.pdf.Google Scholar
OECD. (2019a). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: OECD Publishing. DOI: https://doi.org/10.1787/5f07c754-en.Google Scholar
OECD. (2019b). Country Note, PISA 2018: Australia. OECD. Website. https://apo.org.au/node/270241?utm_source=APOfeed&utm_medium=RSS&utm_campaign=rss-all.Google Scholar
OECD. (2019c). Programme for the International Assessment of Adult Competencies (PIAAC). OECD. Website. www.oecd.org/skills/piaac/about/piaac.Google Scholar
Oldfield, J., & Lo Bianco, J. (2019). A long unfinished struggle: Literacy and Indigenous cultural and language rights. In Rennie, J. & Harper, H. (eds.), Literacy and Indigenous Australians: Theory, Research, and Practice, pp. 165–184. Dordrecht: Springer Nature.CrossRefGoogle Scholar
Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children’s Picture Books. London: Equinox Publishing.Google Scholar
Phillips, J., & Simon-Davies, J. (2016). Migration to Australia: A quick guide to the statistics. Parliament of Australia. Web page. www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1516/Quick_Guides/MigrationStatistics.Google Scholar
Pinter, A. (2015). Teaching Young Language Learners. Oxford: Oxford University Press.Google Scholar
Purdie, N., Frigo, T., Ozolins, C. et al. (2008). Indigenous Language Programs in Australian Schools: A Way Forward. Australian Council for Educational Research Report. ACEResearch. Website. http://research.acer.edu.au/indigenous_education/18/.Google Scholar
Reid, N. (2010). Maintenance and revival strategies for Indigenous languages: Lessons from Australia. In Sengupta, K. (ed.), Proceedings of the 2009 Symposium on Intangible Cultural Heritage. New Delhi: Indian National Trust for Art and Cultural Heritage.Google Scholar
Reimann, P., Bull, B., Kickmeier-Rust, M., Vatrapu, R., & Wasson, B. (eds.), (2016). Measuring and Visualizing Learning in the Information-Rich Classroom, (pp. 137–153). New York: Routledge.Google Scholar
Rennie, J., & Harper, H. (eds.). (2019). Literacy Education and Indigenous Australians: Theory, Research, and Practice. Dordrecht: Springer Nature.CrossRefGoogle Scholar
Rose, D. (2017). Evaluating the Task of Language Learning. In Miller, B, McCardle, P., & Connelly, V. (eds.), Writing Development in Struggling Learners: Understanding the Needs of Writers Across the Lifecourse (pp. 161–181). Leiden: Brill Academic Publishers.Google Scholar
Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield: Equinox.Google Scholar
Rubio-Fernández, P., & Glucksberg, S. (2012). Reasoning about other people’s beliefs: Bilinguals have an advantage. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 211–217.Google ScholarPubMed
Scrimgeour, A., Morgan, A., Cruikshank, K., & Hajek, J. (2019). Refocusing on community languages. Babel, 53, 5–16.Google Scholar
Sellwood, J., & Angelo, D. (2013). Everywhere and nowhere: The invisibility of Aboriginal and Torres Strait Island contact languages in education and indigenous language contexts. Australian Review of Applied Linguistics, 36, 250–266.CrossRefGoogle Scholar
Sharifian, F. (2001). Aboriginal English in the classroom: An asset or a liability? Language Awareness, 17, 131–138.CrossRefGoogle Scholar
Sharifian, F. (2005). Cultural conceptualizations in English words: as study of Aboriginal children in Perth. Language and Education, 19, 74–88.CrossRefGoogle Scholar
Shinkfield, A., & Jennings, B. (2019). Family story time in the Ngaanyatjarra Early Years program. In Rennie, J. & Harper, H. (eds.), Literacy Education and Indigenous Australians (pp. 71–86). Language Policy Series, vol. 19, series eds. Bianco, J. Lo & Wiley, T.G.. Dordrecht: Springer Nature.CrossRefGoogle Scholar
Siegel, J. (1999). Creoles and minority dialects in education: An overview. Journal of Multilingual and Multicultural Development, 20, 508–531.CrossRefGoogle Scholar
Simpson, J. (2019). The Horwood Memorial Lecture: Learning and speaking first Nations Languages in Australia. Babel, 54, 7–11.Google Scholar
Simpson, J., Caffery, J., & McConvell, P. (2009). Gaps in Australia’s Indigenous language policy: Dismantling bilingual education in the Northern Territory. AIATSIS. www.aiatsis.gov.au/research/publications/discussion_papers.Google Scholar
Simpson, J., Disbray, S., & O’Shannessy, C. (2019). Setting the scene: Aboriginal and Torres Strait Islander languages learning and teaching. Babel, 54, 7–10.Google Scholar
Simpson, J., McConvell, P., & Thieberger, N. (2019). Languages past and present. In Arthur, W. & Morphy, F. (eds.), Macquarie Atlas of Indigenous Australia, 2nd ed. (pp. 76–85). Sydney: Pan Macmillan.Google Scholar
Slaughter, Y., & Hajek, J. (2014). Mainstreaming of Italian in Australian schools: The paradox of success? In Hajek, J. & Slaughter, Y. (eds.), Challenging the Monolingual Mindset (pp. 182–198). Bristol: Multilingual Matters.CrossRefGoogle Scholar
Snyder, I. (2008). The Literacy Wars: Why Teaching Children to Read and Write Is a Battleground in Australia. Sydney: Allen & Unwin.Google Scholar
Sydney Institute for Community Language Education (SICLE). (n. d.). The Sydney Institute for Community Language Education. Website. www.sydney.edu.au/arts/our-research/centres-institutes-and-groups/sydney-institute-community-languages-education.html.Google Scholar
Taylor, L. (1996). Seeing the Inside: Bark Painting in Western Arnhem Land. Oxford: Oxford University Press.CrossRefGoogle Scholar
Thomson, S., De Bortoli, L., & Buckley, S. (2012). PISA 2012: How Australia Measures Up: The PISA 2012 Assessment of Students’ Mathematical, Scientific and Reading Literacy. Melbourne: Australian Council for Educational Research (ACER). http://research.acer.edu.au/cgi/viewcontent.cgi?article=1015&context=ozpisa.Google Scholar
Thomson, S., Hillman, K., Schmid, M., Rodrigues, S., & Fullarton, J. (2017). Highlights from PIRLS 2016: Australia’s Perspective. Melbourne: Australian Council for Educational Research (ACER).Google Scholar
UNDP (United Nations Development Program). (2019). Human Development Report. New York: UNDP. http://hdr.undp.org/en/2019-report.Google Scholar
UNESCO (2003). Language Vitality and Endangerment. www.unesco.org/culture/ich/doc/src/00120-EN.pdf.Google Scholar
Unsworth, L., & Macken-Horarik, M. (2015). Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a “visual grammatics.” English in Education, 49(1), 56–79.CrossRefGoogle Scholar
Vertovec, S. (2010). Towards post-multiculturalism? Changing communities, conditions and contexts of diversity. International Social Science Journal, 61, 83–95.CrossRefGoogle Scholar
Wells, M., & Auld, G. (2014). Literacy teaching and learning in digital times: Tales of classroom interactions. In Doecke, B., Auld, G., & Wells, M. (eds.), Becoming a Teacher of Language and Literacy (pp. 63–82). Melbourne: Cambridge University Press.CrossRefGoogle Scholar
Wigglesworth, G., Billington, R., & Loakes, D. (2013). Teaching creole-speaking children: Issues, concerns and resolutions for the classroom. Australian Review of Applied Linguistics, 36, 234–249.CrossRefGoogle Scholar
Wigglesworth, G., Simpson, J., & Loakes, D. (2011). NAPLAN language assessments for Indigenous children in remote communities: Issues and problems. Australian Review of Applied Linguistics, 34, 320–343.CrossRefGoogle Scholar
Wilks-Smith, N. (2017). The place of learners’ languages in literacy programs: Bringing learners’ home languages in through the school gate. Babel, 52, 27–35.Google Scholar
World Bank. (2018). GDP per person employed (constant 2017 PPP $). Online data. https://data.worldbank.org/indicator/SL.GDP.PCAP.EM.KD?view=chart.Google Scholar
Wyatt-Smith, C., & Gunn, S. (2007). Evidence-based research for expert literacy teaching. Paper Number 12. Melbourne: Victorian Department of Education and Early Childhood Development. www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/proflearn/litsumm.pdf.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×