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    • Babayigit, S. (8)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths Babayiğit, S.; Hitch, G.J.; Kandru-Pothineni, S.. - : Springer Nature, 2022 BASE Show details 2 Characteristics of parent–child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers. Babayigit, S.; Blackwell, A.; Roulstone, S.. - : Sage, 2015 BASE Show details 3 The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis Babayigit, S.. - : Springer, 2015 BASE Show details 4 The role of oral language skills in reading and listening comprehension of text: a comparison of monolingual (L1) and bilingual (L2) speakers of English language Babayigit, S.. - : Wiley-Blackwell, 2014 BASE Show details 5 Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2) Babayigit, S.. - : Springer, 2013 Abstract: The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1 advantage on the measures of writing quality and verbal skills (i.e., vocabulary, verbal working memory, and semantic fluency) but not on word-level skills (i.e., spelling and word reading). Results from the multi-sample structural equation modeling analysis showed that the word-level and verbal skills made independent contributions to writing quality of L1 and L2 learners and the strength of these relationships was invariant (equivalent) across the two samples. The educational implications of research on L2 learners who are learning to write in a majority language were discussed. URL: http://eprints.uwe.ac.uk/21967/ http://link.springer.com/article/10.1007%2Fs11145-013-9482-z# BASE Hide details 6 Modeling the relationships between cognitive-linguistic skills and literacy skills: new insights from a transparent orthography Stainthorp, R.; Babayigit, S.. - : American Psychological Association, 2011 BASE Show details 7 Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study Babayigit, S.; Stainthorp, R.. - : Springer Verlag, 2010 BASE Show details 8 The role of phonological and morphosyntactic skills in spelling: Evidence from Turkish Babayigit, S.; Stainthorp, R.. - 2009 BASE Show details 9 Preliterate phonological awareness and early literacy skills in Turkish Babayigit, S.; Stainthorp, R.. - : Wiley-Blackwell, 2007 BASE Show details

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