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Psychology

D-Index
49
Citations
10432
World Ranking
5651
National Ranking
388

Overview

Esther Geva is affiliated with the University of Toronto in Canada. Their research primarily focuses on the field of psychology, with a specialization in developmental and educational psychology. The subfields they contribute to include cognitive neuroscience, artificial intelligence, education, and statistics and probability.

The central topics of Esther Geva's work revolve around reading and literacy development, language development and disorders, neurobiology of language and bilingualism, second language acquisition and learning, text readability and simplification, writing and handwriting education, and the cognitive and developmental aspects of mathematical skills.

Frequent publication venues for Esther Geva include:

  • Language Learning
  • Frontiers in Psychology
  • Cochrane Database of Systematic Reviews
  • Annals of Dyslexia
  • Journal of Educational Psychology

Some of their recent papers are:

  • "Exploring sources of poor reading comprehension in English language learners" (2021), published in Annals of Dyslexia
  • "Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project" (2023), published in Language Learning
  • "The componential model of reading in bilingual learners." (2020), published in Journal of Educational Psychology
  • "Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language" (2021), published in Journal of Learning Disabilities
  • "Do We 'Laugh' or 'La8gh'? Early Print Knowledge and Its Relation to Learning to Read in English and French" (2021), published in Scientific Studies of Reading

Esther Geva frequently collaborates with several coauthors, including:

  • Miao Li
  • Poh Wee Koh
  • Andrew Biemiller
  • May-Britt Monsrud
  • Catherine E. Snow

Best Publications

  • Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages

    Esther Geva;Linda S. Siegel

  • Synthesis: Development of Literacy in Language-Minority Students.

    Nonie K. Lesaux;Esther Geva

  • Synthesis: Cross-Linguistic Relationships.

    Fred Genesee;Esther Geva;Cheryl Dressler;Michael L. Kamil

  • Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children

    E. Saiegh-Haddad;Esther Geva

  • Evidence for Superior Orthographic Skills in Dyslexics

    Linda S Siegel;David Share;Esther Geva

  • Understanding individual differences in word recognition skills of ESL children

    Esther Geva;Zhoreh Yaghoub-Zadeh;Barbara Schuster

  • Second-Language Oral Proficiency and Second-Language Literacy.

    Esther Geva

  • Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages

    Esther Geva;Ellen B. Ryan

  • Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1

    Esther Geva;Fataneh Farnia

  • Reading Efficiency in Native English-Speaking and English-as-a-Second-Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes

    Esther Geva;Zohreh Yaghoub Zadeh

  • Accuracy of Teacher Assessments of Second-Language Students at Risk for Reading Disability

    Marjolaine M. Limbos;Esther Geva

  • Morphological Awareness in Spanish-Speaking English Language Learners: Within and Cross-Language Effects on Word Reading.

    Gloria Ramirez;Xi Chen;Esther Geva;Heidi Kiefer

  • Development of Reading Efficiency in First and Second Language.

    Esther Geva;Lesly Wade-Woolley;Michal Shany

  • Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes

    Min Wang;Esther Geva

  • The role of compound awareness in Chinese children’s vocabulary acquisition and character reading

    Xi Chen;Meiling Hao;Esther Geva;Jin Zhu

  • Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and Persian

    Mitra Gholamain;Esther Geva

  • Issues in the assessment of reading disabilities in L2 children--beliefs and research evidence.

    Esther Geva

  • The Concurrent Development of Spelling and Decoding in Two Different Orthographies

    Esther Geva;Lesly Wade-Woolley;Michal Shany

  • Growth and predictors of change in English language learners' reading comprehension

    Fataneh Farnia;Esther Geva

  • Processing Novel Phonemic Contrasts in the Acquisition of L2 Word Reading

    Lesly Wade-Woolley;Esther Geva

  • The development of basic reading skills in children: a cross-language perspective

    Esther Geva;Min Wang

  • The development of vocabulary in English as a second language children and its role in predicting word recognition ability

    Maureen Jean;Esther Geva

Frequent Co-Authors

Ludo Verhoeven
Ludo Verhoeven Radboud University
Ellen Bouchard Ryan
Ellen Bouchard Ryan McMaster University
Fred Genesee
Fred Genesee McGill University
Linda S. Siegel
Linda S. Siegel University of British Columbia
David L. Share
David L. Share University of Haifa
David R. Olson
David R. Olson University of Toronto
S. Hélène Deacon
S. Hélène Deacon Dalhousie University
Nonie K. Lesaux
Nonie K. Lesaux Harvard University
Hua Shu
Hua Shu Beijing Normal University

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