Svenja Gusewski
Biographic Data
| ID | 6200616 |
|---|---|
| NAME | Svenja Gusewski |
| GIVEN NAMES | Svenja |
| FAMILY NAME | Gusewski |
| SIGNATURE | GUSEWSKI S |
| AFFILIATIONS | The University of Texas at Dallas |
| ORCID | 0009-0003-4990-6137 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 0 |
Moving Forward by Looking Back
This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish from kindergarten to Grade 2 from 1,243 ELs primarily instructed in English or Spanish. Conditional gr…
Speaking and Reading in Two Languages
Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading constructs of phonological awareness and decoding in both English and Spanish and the factors that affe…
No prominent works on this page.
Moving Forward by Looking Back
This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish from kindergarten to Grade 2 from 1,243 ELs primarily instructed in English or Spanish. Conditional gr…
Speaking and Reading in Two Languages
Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading constructs of phonological awareness and decoding in both English and Spanish and the factors that affe…
Developmental psychology (2 works) · Language development (2 works) · Language Development and Disorders (2 works) · Linguistics (2 works) · Psychology (2 works) · Reading (process (2 works) · Reading and Literacy Development (2 works) · Early Childhood Education and Development (1 work) · First language (1 work) · Hearing Impairment and Communication (1 work)