Jeannette Mancilla-Martinez
Biographic Data
| ID | 5741840 |
|---|---|
| NAME | Jeannette Mancilla-Martinez |
| GIVEN NAMES | Jeannette |
| FAMILY NAME | Mancilla-Martinez |
| SIGNATURE | MANCILLA-MARTINEZ J |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-6068-9044 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Special Education Representation Trends Vary by Language Status
Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific …
Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains
0.91 and 0.54. Children's text-structure knowledge in passages and word problems mediated acquisition and cross-domain transfer effects in multilevel models. Findings suggest that text-structure intervention may help address the complex needs of children with comorbid RC and WPS difficulty
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary
This study investigated the relationship among home language use, parents’ beliefs about dual language development, and Spanish-speaking children's vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190) – Kindergarten (Mage = 5.71, SD = .56), second grade (Mage = 7.52, SD = .31), and fourth grade (Mage = 9.35, SD = .45) – co…
Language and Special Education Status
Using state-level data, we report special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by language groups—native English speaker (NES), English-proficient bilingual (EPB), and current English learner (Current EL)—and income status (eligibility for free or reduced-price lunch). The sample included 812,783 students from 28 districts that met the risk ratio threshold set by the state. Results revealed that non…
Translanguaging to support emergent bilingual students in English dominant preschools
Emergent bilinguals (EB) from Spanish-speaking homes are an already large and rapidly growing population in the U.S., yet limited research examines their language environments, particularly in the English dominant contexts where most attend school. This explanatory sequential mixed-methods study first quantitatively examines adults’ use of Spanish and use of questions in audio recordings captured by microphones worn by EBs (N = 12) in English dom…
Teaching spanish‐speaking caregivers to implement EMT en Español
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension
73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs' reading comprehension…
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students’ rates of growth and overall ability in word reading wer…
Language Minority Learners’ Home Language Use Is Dynamic
This study investigates change in the home language environment of Language Minority (LM) learners between kindergarten and eighth grade, drawing on data from the National Center for Education Statistics’ Early Childhood Longitudinal Study–Kindergarten (ECLS-K) Cohort. The analytic sample included 1,538 children whose parents reported a language other than English spoken at home to any extent and for whom relevant data were available for both tim…
Language Minority Learners’ Home Language Use Is Dynamic
This study investigates change in the home language environment of Language Minority (LM) learners between kindergarten and eighth grade, drawing on data from the National Center for Education Statistics’ Early Childhood Longitudinal Study–Kindergarten (ECLS-K) Cohort. The analytic sample included 1,538 children whose parents reported a language other than English spoken at home to any extent and for whom relevant data were available for both tim…
Language Minority Learners’ Home Language Use Is Dynamic
This study investigates change in the home language environment of Language Minority (LM) learners between kindergarten and eighth grade, drawing on data from the National Center for Education Statistics’ Early Childhood Longitudinal Study–Kindergarten (ECLS-K) Cohort. The analytic sample included 1,538 children whose parents reported a language other than English spoken at home to any extent and for whom relevant data were available for both tim…
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students’ rates of growth and overall ability in word reading wer…
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension
73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs' reading comprehension…
Translanguaging to support emergent bilingual students in English dominant preschools
Emergent bilinguals (EB) from Spanish-speaking homes are an already large and rapidly growing population in the U.S., yet limited research examines their language environments, particularly in the English dominant contexts where most attend school. This explanatory sequential mixed-methods study first quantitatively examines adults’ use of Spanish and use of questions in audio recordings captured by microphones worn by EBs (N = 12) in English dom…
Teaching spanish‐speaking caregivers to implement EMT en Español
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary
This study investigated the relationship among home language use, parents’ beliefs about dual language development, and Spanish-speaking children's vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190) – Kindergarten (Mage = 5.71, SD = .56), second grade (Mage = 7.52, SD = .31), and fourth grade (Mage = 9.35, SD = .45) – co…
Language and Special Education Status
Using state-level data, we report special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by language groups—native English speaker (NES), English-proficient bilingual (EPB), and current English learner (Current EL)—and income status (eligibility for free or reduced-price lunch). The sample included 812,783 students from 28 districts that met the risk ratio threshold set by the state. Results revealed that non…
Special Education Representation Trends Vary by Language Status
Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific …
Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains
0.91 and 0.54. Children's text-structure knowledge in passages and word problems mediated acquisition and cross-domain transfer effects in multilevel models. Findings suggest that text-structure intervention may help address the complex needs of children with comorbid RC and WPS difficulty
Psychology (10 works) · Linguistics (7 works) · Mathematics education (7 works) · Developmental psychology (6 works) · Language Development and Disorders (6 works) · Reading and Literacy Development (6 works) · Vocabulary (5 works) · Vocabulary development (5 works) · Multilingual Education and Policy (4 works) · Reading (process) (4 works)