Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…

Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent…

The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and…

The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first-and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study.…

The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in "Teacher rating of oral language and literacy (TROLL): a research-based tool." Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor,…