Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Elementary School Students | 5 |
| Grade 1 | 5 |
| Spanish Speaking | 5 |
| English Language Learners | 4 |
| Evaluation Methods | 3 |
| Grade 2 | 3 |
| Reading Skills | 3 |
| Bilingualism | 2 |
| Classification | 2 |
| Classroom Communication | 2 |
| Construct Validity | 2 |
| More ▼ | |
Author
| Francis, David J. | 5 |
| Santi, Kristi L. | 5 |
| Bunta, Ferenc | 4 |
| Khalaf, Shiva | 4 |
| Kulesz, Paulina A. | 2 |
| Rojas, Raúl | 2 |
| Foorman, Barbara R. | 1 |
| York, Mary J. | 1 |
Publication Type
| Reports - Research | 5 |
| Journal Articles | 3 |
Education Level
| Elementary Education | 5 |
| Grade 1 | 5 |
| Early Childhood Education | 4 |
| Primary Education | 4 |
| Grade 2 | 3 |
| Kindergarten | 2 |
Audience
Location
| Texas | 2 |
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkKhalaf, Shiva; Santi, Kristi L.; Kulesz, Paulina A.; Bunta, Ferenc; Francis, David J. – Grantee Submission, 2019
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four…
Descriptors: Bilingualism, Phonological Awareness, Spanish Speaking, Grade 1
Khalaf, Shiva; Santi, Kristi L.; Kulesz, Paulina A.; Bunta, Ferenc; Francis, David J. – New Directions for Child and Adolescent Development, 2019
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four…
Descriptors: Bilingualism, Phonological Awareness, Spanish Speaking, Grade 1
Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc; Rojas, Raúl; Francis, David J. – New Directions for Child and Adolescent Development, 2019
This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of…
Descriptors: Intelligence Quotient, Spanish Speaking, English Language Learners, Identification
Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc; Rojas, Raúl; Francis, David J. – Grantee Submission, 2019
This article examines the validity of IQ-achievement discrepancy and low-achievement as criteria for the identification of disabilities in Spanish-speaking ELs and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to…
Descriptors: Intelligence Quotient, Spanish Speaking, English Language Learners, Disability Identification
York, Mary J.; Foorman, Barbara R.; Santi, Kristi L.; Francis, David J. – Assessment for Effective Intervention, 2011
We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children's oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension.…
Descriptors: Urban Schools, Bilingual Students, Mentors, Reading Fluency
