Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Accuracy | 1 |
| Bilingual Students | 1 |
| Classification | 1 |
| Disability Identification | 1 |
| English | 1 |
| French | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Immersion Programs | 1 |
| Reading Difficulties | 1 |
| More ▼ | |
Source
| Annals of Dyslexia | 1 |
Author
| Chen, Xi | 1 |
| Krenca, Klaudia | 1 |
| Marinova-Todd, Stefka H. | 1 |
| Shakory, Sharry | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkShakory, Sharry; Krenca, Klaudia; Marinova-Todd, Stefka H.; Chen, Xi – Annals of Dyslexia, 2023
Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. ("Journal of Educational Psychology," 102, 327-340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of…
Descriptors: Reading Difficulties, Bilingual Students, Grade 1, Grade 2
