The Computer-based Orthographic Processing Assessment (COPA) is a newly developed assessment to measure orthographic processing skills, including rapid perception, access, differentiation, correction, and arrangement. In this study, cognitive diagnostic models were used to test if the dimensionality of the COPA conforms to theoretical expectation,…

Past studies examining the cognitive function of bilingual school-aged children have pointed to enhancements in areas of executive control relative to age-matched monolingual children. The majority of these studies has tested children from a middle-class background and compared performance of bilinguals as a discrete group against monolinguals.…

This study investigated children's access to books, narrow independent reading volume, and growth in vocabulary knowledge and comprehension. Two hundred-twenty English language learners and native-English speaking children from diverse socioeconomic backgrounds were given measures of vocabulary and literacy in the fall and spring of fourth grade.…

This study investigated associations between school-readiness patterns of Latino students and their subsequent academic achievement. After identifying a subgroup of students with academic risk at kindergarten entry who showed signs of later average or better academic skill development, academic data were gathered to explore how this group of…

The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and…

We explored the usefulness of 1st and 2nd grade reading measures and responsiveness criteria collected within a Response-to-Intervention (RtI) framework for predicting Reading Disability (RD) in 3rd grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD…

The issues that prompt this study are based on current research indicating the positive effects of inquiry learning on the cognitive development of children. The purpose of this case study was to understand the effects of inquiry learning on the academic achievement and bilingual verbal ability of 5th grade bilingual students in a French/English…

Background: Medication treatment studies of ADHD have typically not assessed effects on reading performance, although reading difficulties frequently co-occur in children with ADHD. The current study characterizes the effects of lisdexamfetamine dimesylate (LDX; Vyvanse[R], Shire US Inc.), at peak efficacy, on reading performance in children with…

In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…

This study explored the contribution of the phonological and executive working memory (WM) systems to 205 (102 girls, 103 boys, 6 to 9 years old) elementary school children's fluid and crystallized intelligence. The results show that (a) a 3-factor structure (phonological short-term memory [STM], visual-spatial WM, and verbal WM) was comparable…