Elena Zaretsky
Biographic Data
| ID | 6726464 |
|---|---|
| NAME | Elena Zaretsky |
| GIVEN NAMES | Elena |
| FAMILY NAME | Zaretsky |
| SIGNATURE | ZARETSKY E |
| AFFILIATIONS | Clark University |
| ORCID | 0000-0001-7562-3083 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Connecting oral narrative skills, decoding and spelling acquisition of english as a foreign language by Hebrew-speaking children
Using oral narratives to examine acquisition of English verb morphology among multilingual Arabic and monolingual Hebrew speakers
Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and EFL L1, L2, L3 skills that support oral production of English morphosyntactic structures and verb in…
Representation of sublexical structure of the word among bilingual and monolingual kindergartners
Early spelling development is an important area of research as it presents an opportunity for our understanding of how children begin to represent sounds within words through application of letter-sound mapping. The development of spelling is often characterized by stage-like theories, although it has been suggested that children may draw on different patterns of representations ( Integration of Multiple Patterns ). This study examined early spel…
Investigating spelling across typologically diverse orthographies
Preview this article: Investigating spelling across typologically diverse orthographies, Page 1 of 1 /docserver/preview/fulltext/wll.00058.rus-1.gif
Verbal working memory and early literacy acquisition
The role of verbal working memory (VWM) in early language and literacy development among typical and atypical monolingual children exposed to different orthographies is well established. Less is known how English Language Learners (ELLs) allocate their VWM resources in early stages of literacy acquisition in English (L2). This study examined the role of phonological (PM) and working memory (WM) in L2 decoding, sight word recognition and spelling …
The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals
Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologica…
Literacy predictors and early reading and spelling skills as a factor of orthography
The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early l…
Selective attrition in Russian-English bilingual children
Loss of language-specific morphosyntactic structures, as well as the lexicon, is a hallmark of a `heritage language.' Specific to Russian, previous research suggested the lexicalization of grammatical aspect. This study investigated early stages of attrition in bilingual children with Russian as L1, using the narrative retelling paradigm. Narratives of 15 Russian-English bilingual subjects, between the ages of 4;0 and 10;11, were examined for sig…
Attention to Language
The ordinary discourse of parents, and to a lesser degree young children, includes a surprising amount of attention to language. The dinner table conversations of 22 middle class families, each with a child between 2 and 5 1 / 2 years of age, were recorded. Transcripts of these conversations were analyzed for the presence and function of language‐focused terms, words such as say, ask, tell, and speak. More than 11% of mothers’, 7% of fathers’, an…
Attention to Language
The ordinary discourse of parents, and to a lesser degree young children, includes a surprising amount of attention to language. The dinner table conversations of 22 middle class families, each with a child between 2 and 5 1 / 2 years of age, were recorded. Transcripts of these conversations were analyzed for the presence and function of language‐focused terms, words such as say, ask, tell, and speak. More than 11% of mothers’, 7% of fathers’, an…
Attention to Language
The ordinary discourse of parents, and to a lesser degree young children, includes a surprising amount of attention to language. The dinner table conversations of 22 middle class families, each with a child between 2 and 5 1 / 2 years of age, were recorded. Transcripts of these conversations were analyzed for the presence and function of language‐focused terms, words such as say, ask, tell, and speak. More than 11% of mothers’, 7% of fathers’, an…
Selective attrition in Russian-English bilingual children
Loss of language-specific morphosyntactic structures, as well as the lexicon, is a hallmark of a `heritage language.' Specific to Russian, previous research suggested the lexicalization of grammatical aspect. This study investigated early stages of attrition in bilingual children with Russian as L1, using the narrative retelling paradigm. Narratives of 15 Russian-English bilingual subjects, between the ages of 4;0 and 10;11, were examined for sig…
Literacy predictors and early reading and spelling skills as a factor of orthography
The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early l…
The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals
Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologica…
Verbal working memory and early literacy acquisition
The role of verbal working memory (VWM) in early language and literacy development among typical and atypical monolingual children exposed to different orthographies is well established. Less is known how English Language Learners (ELLs) allocate their VWM resources in early stages of literacy acquisition in English (L2). This study examined the role of phonological (PM) and working memory (WM) in L2 decoding, sight word recognition and spelling …
Representation of sublexical structure of the word among bilingual and monolingual kindergartners
Early spelling development is an important area of research as it presents an opportunity for our understanding of how children begin to represent sounds within words through application of letter-sound mapping. The development of spelling is often characterized by stage-like theories, although it has been suggested that children may draw on different patterns of representations ( Integration of Multiple Patterns ). This study examined early spel…
Investigating spelling across typologically diverse orthographies
Preview this article: Investigating spelling across typologically diverse orthographies, Page 1 of 1 /docserver/preview/fulltext/wll.00058.rus-1.gif
Using oral narratives to examine acquisition of English verb morphology among multilingual Arabic and monolingual Hebrew speakers
Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and EFL L1, L2, L3 skills that support oral production of English morphosyntactic structures and verb in…
Connecting oral narrative skills, decoding and spelling acquisition of english as a foreign language by Hebrew-speaking children
Reading and Literacy Development (9 works) · Linguistics (8 works) · Language Development and Disorders (7 works) · Psychology (7 works) · Literacy (4 works) · Spelling (4 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · First language (3 works) · Narrative (3 works)