Rebecca A Marks
Biographic Data
| ID | 9328600 |
|---|---|
| NAME | Rebecca A Marks |
| GIVEN NAMES | Rebecca A |
| FAMILY NAME | Marks |
| SIGNATURE | MARKS R A |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-8691-2542 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status
This study examined the effects of socioeconomic status (SES) and specific learning disability (SLD) on reading and math developmental trajectories from kindergarten through fifth grade in the ECLS-K:2011 dataset. Using a retrospective classification based on SLD status at the end of fifth grade, we compared reading and math skills at school entry and growth over time between children with SLD ( N = 540) and their peers without disabilities ( N =…
Reaching Students with Reading Disabilities During the Summer
The extended summer break from school brings a renewed opportunity to offer high-quality literacy experiences to vulnerable readers, including children with reading disabilities (RD). Students with RD trail their peers in reading progress during the school year; the summer months present an opportunity to address the gap in reading achievement. Policy makers can support reading achievement during summer vacation empowered by interdisciplinary kno…
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to child…
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The neurocognitive basis of morphological processing in typical and impaired readers
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Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to child…
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The neurocognitive basis of morphological processing in typical and impaired readers
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
Reaching Students with Reading Disabilities During the Summer
The extended summer break from school brings a renewed opportunity to offer high-quality literacy experiences to vulnerable readers, including children with reading disabilities (RD). Students with RD trail their peers in reading progress during the school year; the summer months present an opportunity to address the gap in reading achievement. Policy makers can support reading achievement during summer vacation empowered by interdisciplinary kno…
Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status
This study examined the effects of socioeconomic status (SES) and specific learning disability (SLD) on reading and math developmental trajectories from kindergarten through fifth grade in the ECLS-K:2011 dataset. Using a retrospective classification based on SLD status at the end of fifth grade, we compared reading and math skills at school entry and growth over time between children with SLD ( N = 540) and their peers without disabilities ( N =…
Reading and Literacy Development (7 works) · Psychology (6 works) · Linguistics (5 works) · Literacy (5 works) · Language Development and Disorders (4 works) · Pedagogy (4 works) · Comprehension (3 works) · Mathematics education (3 works) · Neuroscience of multilingualism (3 works) · Phonological awareness (3 works)