Do learners of a second language (L2) need frequent contact with native speakers of that language in order to master its phonology? What if they hear audio recordings of native speakers and receive immediate corrective feedback about their perception? We used a randomized controlled experiment with 135 Chinese speakers (with English as their L2)…

This comprehensive evaluation of the Dynamic Indicators of Basic Early Literacy Skills Sixth Edition (DIBELS6) set of measures gives a practical illustration of signal detection methods, the methods used to determine the value of screening and diagnostic systems, and offers an updated set of cut scores (decision thresholds). Data were drawn from a…

The current study follows a sample of lower skilled language minority (LM) and native English-speaking (non-LM) students who participated in an efficacy trial of a kindergarten phonics-based intervention. Follow-up procedures allowed 93% of the original sample to be retained for simple treatment effects modeling (N = 78 LM and N = 59 non-LM) and…

In this study, we describe two studies used to select appropriate assessments to measure phonemic awareness, alphabetic principle, and fluency in the Spanish language for students receiving literacy instruction in Spanish. We first describe two studies in which we use linear regression and correlations to examine the appropriateness of different…

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control,…

In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First,…

This study focused on syllable phoneme onset levels of phonological awareness in relation to reading of Chinese and English in kindergarten and first-grade children from Xian (China), Hong Kong, and Toronto, cultures that differ substantially in approaches to reading instruction. English syllable awareness among native Chinese speakers was as good…

Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized…