This study investigated the ability of the English and Spanish versions of the "Get Ready to Read!" Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO)…

Purpose: In this study, the authors investigated speech rhythm acquisition by bilingual Spanish-English-speaking children, comparing their performance with functionally monolingual peers in both languages and to monolingual and bilingual adults. Method: Participants included younger children (3;9 [years;months] to 4;5.15 [years;months.days]),…

Different conceptions of literacy and its relationship with oral communication are examined, and a new approach that separates literacy and orality rather than representing them on a continuum is criticized. The methodological and theoretical assumptions underlying the work of proponents of the new approach are questioned, including: (1) a narrow…

This report describes one segment of the Federal Language Testing Board's Unified Language Testing Plan (ULTP), the validation of speaking proficiency tests in Spanish and English. The ULTP is a project to increase standardization of foreign language proficiency measurement and promote sharing of resources among testing programs in the federal…

The requirements for English language skills at the British Key Stage 2 curriculum level rise so steeply that it seems possible that many African Caribbean students may not be able to demonstrate their true competence. A rigid move toward standard English can be detrimental to minority group students. (SLD)