Faculty
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Esther Geva (HDAP Chair)
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Keywords
Cognitive & linguistic processes in normally achieving and in learning disabled children; reading processes in first and second language; cross-cultural psychology; at-risk ESL children
Research Projects/Activities
For more information on Dr Geva's research activities please contact her at esther.geva@utoronto.ca
Research Interests
My research interests include the development of literacy skills in children learning to read in a second language (L2); the relations between oral and written language skills in L2 learners; transfer issues in L2 literacy development; cognitive and linguistic processes and predictors of normal and problematic literacy development in L2 children, and selected topics in cross-cultural psychology pertaining to children's well-being such as parental attribution and concepts of wellness.
Applied/Clinical Interests
In general I am interested in community-based approaches to prevention and intervention in minority groups, and options in assessment and intervention for ESL and other L2 learners.
Specialty Courses
HDP5284: Assessment and Intervention in Multicultural/Bilingual Contexts
HDP 3221: Cross-cultural Perspectives on Children’s Problems
CTL3017: Reading in a Second Language
Representative Publications
Yaghoub Zadeh, Z., Geva, E., & Fagan, M. (2008) The impact of acculturation on the perception of academic achievement by immigrant mothers and their children. School Psychology International, 29(1), 39-70.
Mila Schwartz, Esther Geva, David L. Share, & Mark Leikin (2007). Learning to Read in English as Third language: The Cross-linguistic Transfer of Phonological Processing Skills Written Language & Literacy, 10, 25-52
Tardif, C.Y., & Geva, E. (2006). The link between acculturation disparity and conflict among Chinese-Canadian immigrant mother-adolescent dyads. Journal of Cross-Cultural Psychology, 37, 191-211.
Geva, E., & Yaghoub Zadeh, Z. (2006). Reading Efficiency in Native English-Speaking and English-as-a-Second-Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes, Scientific Studies of
Geva, E. & Wade-Woolley, W. (2004). Issues in the Assessment of Reading Disability in Second Language Children. In
Gersten, R. & Geva, E. (2003). Teaching reading to English learners in the primary grades: Insights into the New Research Base on Teaching Reading to English Learners. Educational Leadership, 60, Spring, 44-49.