Anny Castilla-Earls
Dados Biográficos
| ID | 778855 |
|---|---|
| NOME | Anny Castilla-Earls |
| PRENOMES | Anny |
| SOBRENOME | Castilla-Earls |
| ASSINATURA | CASTILLA-EARLS A |
| AFILIAÇÕES | University of Houston |
| ORCID | 0000-0003-1212-4740 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 2 |
| OBRAS COMO AUTOR | 9 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
L1 and L2 contributions to English reading in middle school struggling readers
This study evaluated English and Spanish language proficiency, and balance among these proficiencies, in relation to reading achievement in a sample of 161 middle school current and former English learners known to be struggling readers. Students were administered English and Spanish language assessments and also reported on their language usage; English reading outcomes (word reading, reading fluency, reading comprehension) were also assessed. F…
Continuous effects of language ability and relative proficiency on bilingual children’s production of four advanced syntactic constructions
Current approaches to bilingualism and language learning ability obscure differences between capacity for learning (ability) and dominance (relative proficiency). Bilingual children with developmental language disorder (DLD) have persistent difficulties with complex syntax. The effects of language learning ability and relative proficiency on syntactic development in bilingual acquisition are not well described. This cross-sectional study examined…
Disentangling bilingualism and developmental language disorder in the acquisition of Spanish articles and clitics
This study explored the acquisition of Spanish nominal morphology in 116 children aged 4;0 to 6;11, grouped according to language ability (developmental language disorder [DLD] and typical development [TD]) and bilingualism (Spanish–English bilingual and Spanish monolingual). Monolinguals produced more target-like articles and direct object clitics than bilinguals, as did children with TD compared to peers with DLD. Bilinguals with TD produced mo…
A Review and Critique of the Predictive Early Assessment of Reading and Language for Use with Spanish-English Bilingual Children
This article aims to review and critique the Predictive Early Assessment of Reading and Language Screener (PEARL). The PEARL is a dynamic assessment that screens children’s ability to learn encoding and academic expressive language. Given ongoing concerns with over-under identification of language disorders in Spanish-English bilingual children, this review and critique focuses on the PEARL language subtest. Using the five principles of assessmen…
Bilingual young adults’ perceived influence of parents, grandparents, siblings, and friends on their Spanish and English proficiency
Aims and objectives/purpose: Qualitative studies on bilingual individuals’ perspectives can inform research by identifying community understanding of lived phenomena and aiding in theory building. The purpose of this study was to examine the perceived role of external factors in the family, school, and community on the Spanish and English proficiency of a group of Latine Spanish–English bilingual university students. Methodology: A qualitative co…
Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties
Among bilinguals, language-related variables such as first and second language proficiency and balance may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language a…
Parental beliefs, language practices and language outcomes in Spanish-English bilingual children
As the U.S. population who speaks a language other than English at home continues to grow, few studies have focused on the effect of parental beliefs on the importance of bilingualism have on language outcomes of their children. In this study, we surveyed families raising Spanish-English bilingual children on their beliefs concerning both languages, language practices they implement at home, at school, and in the community, and language outcomes …
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) …
The acquisition of recursive modification in NPs
Despite sensitivity to the contextual demands of modification, children struggle with the production of complex NPs. What syntactic or semantic properties of NP embedding specifically introduce complexity? We compare production of definite descriptions with two modifiers that contrast in the attachment of the second modifier: sequential vs. recursive modification. Children (n = 71) produced overall fewer targets than adults (n = 13), but both gro…
The acquisition of recursive modification in NPs
Despite sensitivity to the contextual demands of modification, children struggle with the production of complex NPs. What syntactic or semantic properties of NP embedding specifically introduce complexity? We compare production of definite descriptions with two modifiers that contrast in the attachment of the second modifier: sequential vs. recursive modification. Children (n = 71) produced overall fewer targets than adults (n = 13), but both gro…
The acquisition of recursive modification in NPs
Despite sensitivity to the contextual demands of modification, children struggle with the production of complex NPs. What syntactic or semantic properties of NP embedding specifically introduce complexity? We compare production of definite descriptions with two modifiers that contrast in the attachment of the second modifier: sequential vs. recursive modification. Children (n = 71) produced overall fewer targets than adults (n = 13), but both gro…
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) …
Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties
Among bilinguals, language-related variables such as first and second language proficiency and balance may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language a…
Parental beliefs, language practices and language outcomes in Spanish-English bilingual children
As the U.S. population who speaks a language other than English at home continues to grow, few studies have focused on the effect of parental beliefs on the importance of bilingualism have on language outcomes of their children. In this study, we surveyed families raising Spanish-English bilingual children on their beliefs concerning both languages, language practices they implement at home, at school, and in the community, and language outcomes …
Disentangling bilingualism and developmental language disorder in the acquisition of Spanish articles and clitics
This study explored the acquisition of Spanish nominal morphology in 116 children aged 4;0 to 6;11, grouped according to language ability (developmental language disorder [DLD] and typical development [TD]) and bilingualism (Spanish–English bilingual and Spanish monolingual). Monolinguals produced more target-like articles and direct object clitics than bilinguals, as did children with TD compared to peers with DLD. Bilinguals with TD produced mo…
A Review and Critique of the Predictive Early Assessment of Reading and Language for Use with Spanish-English Bilingual Children
This article aims to review and critique the Predictive Early Assessment of Reading and Language Screener (PEARL). The PEARL is a dynamic assessment that screens children’s ability to learn encoding and academic expressive language. Given ongoing concerns with over-under identification of language disorders in Spanish-English bilingual children, this review and critique focuses on the PEARL language subtest. Using the five principles of assessmen…
Bilingual young adults’ perceived influence of parents, grandparents, siblings, and friends on their Spanish and English proficiency
Aims and objectives/purpose: Qualitative studies on bilingual individuals’ perspectives can inform research by identifying community understanding of lived phenomena and aiding in theory building. The purpose of this study was to examine the perceived role of external factors in the family, school, and community on the Spanish and English proficiency of a group of Latine Spanish–English bilingual university students. Methodology: A qualitative co…
L1 and L2 contributions to English reading in middle school struggling readers
This study evaluated English and Spanish language proficiency, and balance among these proficiencies, in relation to reading achievement in a sample of 161 middle school current and former English learners known to be struggling readers. Students were administered English and Spanish language assessments and also reported on their language usage; English reading outcomes (word reading, reading fluency, reading comprehension) were also assessed. F…
Continuous effects of language ability and relative proficiency on bilingual children’s production of four advanced syntactic constructions
Current approaches to bilingualism and language learning ability obscure differences between capacity for learning (ability) and dominance (relative proficiency). Bilingual children with developmental language disorder (DLD) have persistent difficulties with complex syntax. The effects of language learning ability and relative proficiency on syntactic development in bilingual acquisition are not well described. This cross-sectional study examined…
Language Development and Disorders (8 obras) · Neuroscience of multilingualism (5 obras) · Psychology (5 obras) · Reading and Literacy Development (5 obras) · Language assessment (4 obras) · Language proficiency (4 obras) · Linguistics (4 obras) · Neurobiology of Language and Bilingualism (4 obras) · Multilingual Education and Policy (3 obras) · Developmental linguistics (2 obras)