Lillian Durán

Biographic Data

ID5971890
NAMELillian Durán
GIVEN NAMESLillian
FAMILY NAMEDurán
SIGNATUREDURÁN L
AFFILIATIONSUniversity of Oregon
ORCID0000-0003-4364-6445
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS26
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2009
LATEST PUBLICATION YEAR2026
H-INDEX3

  • What makes an item difficult to read

    Open AccessMónica Zegers, Julian M Siebert et al.ARTICLEReading and Writing2026

    This study investigated linguistic and orthographic factors affecting item difficulty parameters of items on Spanish word and pseudoword reading tasks, calibrated in a sample of Spanish-English bilingual first- and second-graders. For both words and pseudowords, we investigated the effect of word length, neighborhood size, and specific orthographic features (e.g., context-dependent graphemes, syllable blends, and diphthongs). We used adaptive lea…

  • Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures

    Open AccessLillian Durán, Julian M Siebert et al.ARTICLEJournal of Learning Disabilities2026

    In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade students’ performance on early literacy measures in English is affected by their English proficiency. In this paper, we report on performance on measures of deletion, picture naming, sentence repetition, letter…

  • Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency

    Open AccessJulian M Siebert, Phaedra Bell et al.ARTICLEReading Research Quarterly2026References: 63

    This exploratory predictive study investigates our capacity to equitably predict the risk of developing reading difficulties based on a battery of tasks tapping into commonly used reading screening constructs. A key question pertains to the extent to which we can make predictions with equal accuracy for native English speakers (EO) and emerging multilinguals (English learners [ELs] with sufficient English proficiency to participate in English scr…

  • Look who’s talking now

    Lillian Durán, Lisa M López et al.ARTICLEBilingual Research Journal2023Cited by: 1References: 10

    The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding u…

  • Multi-tiered system of supports in early childhood

    Open AccessAlisha Wackerle‐Hollman, Trina D Spencer et al.ARTICLEEarly Childhood Research Quarterly2021Cited by: 3References: 12

  • Individual Growth and Development Indicators-Español

    Open AccessLillian Durán, Lillian K Durán et al.ARTICLEEarly Childhood Research Quarterly2019References: 1

  • Spanish-Speaking Preschoolers' Early Literacy Development

    Lillian Durán, Cary J Roseth et al.ARTICLEBilingual Research Journal2013Cited by: 4References: 10

    The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38–48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and their receptive and expressive language and phonological awareness skills were measured in English and…

  • An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers’ early literacy development

    Open AccessLillian Durán, Lillian K Durán et al.ARTICLEEarly Childhood Research Quarterly2009Cited by: 18References: 2