Kristi L Santi
Datos Biográficos
| ID | 7832040 |
|---|---|
| NOMBRE | Kristi L Santi |
| NOMBRES | Kristi L |
| APELLIDO | Santi |
| FIRMA | SANTI K L |
| AFILIACIONES | University of Houston |
| VERIFICADO | No |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 0 |
| OBRAS COMO AUTOR | 3 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2019 |
| ÍNDICE H | 0 |
Speaking and Reading in Two Languages
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 affe…
Bilingual Phonological Awareness
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered stude…
IQ‐Achievement Discrepancy for Identification of Disabilities in Spanish‐speaking English Learners
This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to disability identification in monolinguals, there are no systematic approaches tak…
Sin obras prominentes en esta página.
Speaking and Reading in Two Languages
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 affe…
Bilingual Phonological Awareness
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered stude…
IQ‐Achievement Discrepancy for Identification of Disabilities in Spanish‐speaking English Learners
This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to disability identification in monolinguals, there are no systematic approaches tak…
Language Development and Disorders (3 obras) · Psychology (3 obras) · Reading and Literacy Development (3 obras) · Developmental psychology (2 obras) · Hearing Impairment and Communication (2 obras) · Identification (biology (2 obras) · Mathematics education (2 obras) · Scale (ratio (2 obras) · Academic achievement (1 obra) · Achievement test (1 obra)