Speaking and Reading in Two Languages
On the Identification of Reading and Language Disabilities in Spanish‐Speaking English Learners
Bibliographic Data
| ID | 15403711 |
|---|---|
| Authors | David J Francis (0000-0003-3944-3274, University of Houston, corresponding author), Raul Rojas (0000-0003-1596-7030, The University of Texas at Dallas), Svenja Gusewski (0009-0003-4990-6137, The University of Texas at Dallas), Kristi L Santi (University of Houston), Shiva Khalaf (0000-0002-8809-590X, University of Houston), Lindsey Hiebert (0000-0003-1681-0916, The University of Texas at Dallas), Ferenc Bunta (0000-0003-3224-3392, University of Houston) |
| Year | 2019 |
| Volume | 2019 |
| Issue | 166 |
| Pages | 15-41 |
| Publication date | 2019-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | New Directions for Child and Adolescent Development (BOOK_SERIES) |
| Journal identifiers | ISSN: 1520-3247 • E-ISSN: 1534-8687 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/cad.20306 |
| PMID | 31271513 |
| OpenAlex | W2955333603 |
| Language | EN |
| Citations received | 9 |
| References cited | 25 |
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
Developmental psychology · Identification (biology · Intervention (counseling · Language development · Linguistics · Phonological awareness · Population · Reading (process · Scale (ratio · Hearing Impairment and Communication · Language Development and Disorders · Psychology · Reading and Literacy Development
Artificial Intelligence to Support Oral Reading Fluency Assessment in English and Spanish for Students With Reading Disabilities
Effects of Bilingual Letter Sound Knowledge and Word Automaticity in Spanish and in English on Reading Comprehension for First Grade Bilingual Students
Reading and writing difficulties in bilingual learners
Relations between oral language skills and English reading achievement among Spanish–English bilingual children
L1 and L2 contributions to English reading in middle school struggling readers
Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish‐Speaking EL Students
Self-regulation development among young Spanish-English dual language learners
Moving Forward by Looking Back
Academic outcomes of English learners in monolingual and dual language programs
The development of basic reading skills in children
Language and Literacy in Bilingual Children
Pisa 2015 Results (Volume I)
Uneven profiles
A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments
Dual language and literacy development of Spanish-speaking preschool children
Oral Language and Reading in Bilingual Children
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
The language and literacy development of young dual language learners
Predictors and outcomes of early versus later English language proficiency among English language learners
Interpreting the early language trajectories of children from low-SES and language minority homes
| Citations per year | 1.29 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |