Lesly Wade-Woolley
Biographic Data
| ID | 4630124 |
|---|---|
| NAME | Lesly Wade-Woolley |
| GIVEN NAMES | Lesly |
| FAMILY NAME | Wade-Woolley |
| SIGNATURE | WADE-WOOLLEY L |
| AFFILIATIONS | Queen's University |
| ORCID | 0000-0001-9022-6676 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers
Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking pr…
Self-directed learning journeys of Canadian teachers around the science of reading
Children’s morphological awareness and reading ability
Just listen to us”
Teachers play a vital role in the implementation of new programs. This article discusses how best to support teachers in the face of such change. Specifically, we describe the perspectives of teachers who participated in a pilot project of the responsiveness to intervention model. Through focus group data, the researchers explored the barriers that teachers encountered during the first year of implementation as well as the supports that allowed t…
Crossover
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological aware…
Factors related to English reading performance in children with Chinese as a first language
Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English. Phonological skill was correlated across L1 and L2. Phonological skill in both L1 and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's L1 was not written in an…
First Language Influences on Second Language Word Reading
This article reports an experiment investigating similarities and differences in basic processing involved in the word reading of second language (L2) readers of English. The investigation specifically targeted phonological and orthographic processes in the context of language transfer from native language (L1) to L2 during reading tasks. Groups of young adults who were native speakers of either Russian or Japanese and low-intermediate ESL learne…
Crossover
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological aware…
First Language Influences on Second Language Word Reading
This article reports an experiment investigating similarities and differences in basic processing involved in the word reading of second language (L2) readers of English. The investigation specifically targeted phonological and orthographic processes in the context of language transfer from native language (L1) to L2 during reading tasks. Groups of young adults who were native speakers of either Russian or Japanese and low-intermediate ESL learne…
First Language Influences on Second Language Word Reading
This article reports an experiment investigating similarities and differences in basic processing involved in the word reading of second language (L2) readers of English. The investigation specifically targeted phonological and orthographic processes in the context of language transfer from native language (L1) to L2 during reading tasks. Groups of young adults who were native speakers of either Russian or Japanese and low-intermediate ESL learne…
Factors related to English reading performance in children with Chinese as a first language
Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English. Phonological skill was correlated across L1 and L2. Phonological skill in both L1 and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's L1 was not written in an…
Crossover
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological aware…
Just listen to us”
Teachers play a vital role in the implementation of new programs. This article discusses how best to support teachers in the face of such change. Specifically, we describe the perspectives of teachers who participated in a pilot project of the responsiveness to intervention model. Through focus group data, the researchers explored the barriers that teachers encountered during the first year of implementation as well as the supports that allowed t…
Children’s morphological awareness and reading ability
Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers
Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking pr…
Self-directed learning journeys of Canadian teachers around the science of reading
Reading and Literacy Development (6 works) · Psychology (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Linguistics (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Phonological awareness (3 works) · Phonology (3 works) · Psycholinguistics (3 works) · Reading (process) (3 works)