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Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English Learners. | LitMetric

AI Article Synopsis

  • This issue explores variability in reading and language achievement among Spanish-speaking English learners (ELs) in the U.S., focusing on key factors that influence performance.
  • It investigates the early warning signs of poor reading performance starting from kindergarten and looks at the connections between core reading skills in English and Spanish.
  • The article also analyzes a large dataset to create a comprehensive understanding of the reading and language development of ELs in the early grades to help better identify those with language and learning disabilities.

Article Abstract

Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading constructs of phonological awareness and decoding in both English and Spanish and the factors that affect their relationship, (4) the performance of different approaches to identification and the factors that influence how well they work, as well as (5) the growing literature focused on intervention for reading problems in this population. This article examines the literature on language minority students and disability identification and analyzes a large-scale longitudinal dataset (>4,000 ELs; >15,000 observations) to systematically characterize and describe the oral language and reading development of Spanish-speaking children designated as ELs from kindergarten to second grade, considering a range of factors that may potentially contribute to that characterization and its relation to academic performance. This systematic characterization should facilitate the development of an empirical basis for a theoretically grounded framework of typical development in ELs in order to more precisely identify those children with language and learning disabilities.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6687462PMC
http://dx.doi.org/10.1002/cad.20306DOI Listing

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