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Direct linkFrancis, David J.; Rojas, Raúl; Gusewski, Svenja; Santi, Kristi L.; Khalaf, Shiva; Hiebert, Lindsey; Bunta, Ferenc – New Directions for Child and Adolescent Development, 2019
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…
Descriptors: Spanish, English (Second Language), English Language Learners, Reading Achievement
Download full textFrancis, David J.; Rojas, Raúl; Gusewski, Svenja; Santi, Kristi L.; Khalaf, Shiva; Hiebert, Lindsey; Bunta, Ferenc – Grantee Submission, 2019
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…
Descriptors: Bilingualism, Bilingual Students, Reading Difficulties, Language Impairments
Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
Rojas, Raúl; Hiebert, Lindsey; Gusewski, Svenja; Francis, David J. – Grantee Submission, 2019
This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish…
Descriptors: Spanish Speaking, Educational Indicators, Bilingualism, Oral Language
Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
Rojas, Raúl; Hiebert, Lindsey; Gusewski, Svenja; Francis, David J. – New Directions for Child and Adolescent Development, 2019
This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish…
Descriptors: Spanish Speaking, Educational Indicators, Bilingualism, Oral Language
Miller, Jon F.; Heilmann, John; Nockerts, Ann; Iglesias, Aquiles; Fabiano, Leah; Francis, David J. – Learning Disabilities Research & Practice, 2006
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish-English bilingual children attending kindergarten-third grade participated. Oral narratives…
Descriptors: Oral Language, Oral Reading, Bilingual Students, Spanish
