literacy and acq of grammar

[Ruth Kanagy]

Dear colleagues,

I asked for references on the effects of literacy on the acquisition of
grammar in L1/L2. Thanks to the following people for responding: Brett
Reynolds, Patricia Carlin, Joyce Iliff, Eduardo Garcia, Dave Wolfe, David
Gohre, Barbara Zurer Pearson, Stephen Krashen, Pearl Chiari, Carla
Bazzanella, Carmel Bochenek, Birgit Harley.

The following were some of the suggested references:

Bazzanella, C. and Calleri, D. (1991). Tense coherence and grounding in
children's narrative, in "Text" 11/2, 175-187.

Handbook of reading research, vol. 2 / editor, P. David Pearson [and]
section editors, Rebecca Barr, Michael L. Kamil, Peter Mosenthal. New
York: Longman, c1984-1991.

Harley, B. (1993). Instructional strategies and SLA in early French
immersion. Studies in Second Language Acquisition 15, 245-259.

Harley, B. (1998). The role of focus-on-form tasks in promoting child L2
acquisition. In C. Doughty and J. Williams (Eds.). Focus on formin
classroom second language acquisition (pp. 156-173). Cambridge, UK:
Cambridge University Press.

Lee, Y.O., Krashen, S., and Gribbons, B. (1995). The effect of reading on
the acquisition of English relative clauses. I.T.L. 113-114, 263-273.

Nelson, K. (1998). Toward a differentiated account of facilitators of
literacy development and ASL in deaf children. Topics in Language
Disorders (Aug)., 73-88.

Sparks, R. and Ganschow, L. (1993b). Searching for the cognitive locus of
foreign language learning difficulties: Linking first and second language
learning. The Modern Language Journal, 77, 289-302.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of
individual differences in the acquisition of literacy. Reading Research
Quarterly, 21, 360-407.

Stokes, J., Krashen, S., and Kartchner, J. (1998). Factors in the
acquisition of the present subjunctive in Spanish: The role of reading and
study. I.T.L. Review of Applied Linguistics 121-122, 19-25.

Vellutino, F. R. and Denckla, M. B. (1996). Cognitive and
neuropsychological foundations of word identification in poor and normally
developing readers. In R. Barr et al. (Eds.) Handbook of Reading Research
Volume II (pp. 571-608). Hillsdale, NJ: Lawrence Erlbaum Associates.

RKanagy
UOregon