Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English Learners

Autor/inn/en	Francis, David J.; Rojas, Raúl; Gusewski, Svenja; Santi, Kristi L.; Khalaf, Shiva; Hiebert, Lindsey; Bunta, Ferenc
Titel	Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English Learners
Quelle	(2019), (41 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Francis, David J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1002/cad.20306
Schlagwörter	Bilingualism; Bilingual Students; Reading Difficulties; Language Impairments; English Language Learners; Spanish Speaking; Language Minorities; Disability Identification; Oral Language; Elementary School Students; Primary Education; Academic Achievement; Learning Disabilities; Language Variation; Bilingual Education; Language Tests; English (Second Language); Grade 2; Intervention; Language Skills; Phonological Awareness; Reading Achievement; Kindergarten; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Bilingualismus; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachminderheit; Oral interpretation; Mündlicher Sprachgebrauch; Primarbereich; Schulleistung; Learning handicap; Lernbehinderung; Sprachenvielfalt; Bilingual teaching; Bilingualer Unterricht; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; School year 02; 2. Schuljahr; Schuljahr 02; Language skill; Sprachkompetenz; Leseleistung
Abstract	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. [This paper was published in "New Directions for Child and Adolescent Development" n166 p15-41 2019 (EJ1221829).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06