The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to second-grade primary school teachers to improve at-risk students' transcription skills. Teachers were instructed in the administration of a writing curriculum-based…

Research Findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification…

The purpose of the current study was to determine students' early reading profiles at the beginning and end of kindergarten using existing school-based measures with a sample of Spanish speaking, Latinx students. Using latent profile analysis, a multivariate analytic technique that empirically identifies profiles based on student responses to…

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)…

The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM…

The main objective of this study was to analyze what writing measures, or combination of measures, would be most appropriate for early detection of students at risk of presenting future difficulties in learning to write in Spanish, in terms of tasks, scoring indices (dependent, independent and accurate-precision) and duration. A sample of 231…

The purpose of this cohort sequential study was to extend previously reported latent transition analyses conducted by Swanson, Kudo, and Guzman-Orth (2016) by determining the role of cognitive measures in identifying English learners (EL) at risk for late emerging reading disabilities (LERD). To this end, EL students (N = 450) in Grades 1, 2, and…

This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…

This study reviews orientations toward educating multilingual students with a focus on recent policies and initiatives in California. It includes data and findings from a study investigating the linguistic and cultural resources that English learners bring to school as funds of identity. The research site was a public elementary school in an urban…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…

We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school…

Introduction: Past research supports the efficacy of evidence-based literacy interventions for English-speaking struggling readers, but it remains unknown if similar results can be achieved in Spanish. Methods: We assessed the impact of a 15-hour long evidence-based literacy intervention for Spanish speaking struggling readers attending grade 1…

This study explores the effects of a Spanish vocabulary intervention on the literacy outcomes of students at risk for vocabulary difficulties in Chile. We screened 2nd-grade students (N = 84) with a standardized Spanish vocabulary measure. We then randomly assigned students who scored below the 40th percentile (n = 30) to an intervention or…

In this review, we have examined the main components of peer tutoring in mathematics in primary education (1st to 6th grade) settings. Fifty studies were included in this article. The review was intended to examine trends in this research field regarding roles of the participants, their age (same-age vs cross-age), the methodological approach…