In 2020, 21.5% of US preschoolers spoke a language other than English at home. These children transition into English-speaking classrooms in different ways, often handling foundational concepts in two languages. Critically, some knowledge may be dependent on the language of learning. For instance, both bilingual children and adults typically…

Speech-language pathologists (SLPs) make impressionistic intelligibility judgments as part of an evaluation of children for speech sound disorders. Despite the lack of formalization, it is an important measure of choice for SLPs, going beyond single-word standardized measures by using spontaneous speech to assess functional communication. However,…

Previous research examining the reading achievement of children speaking languages other than English at home has often grouped such children into one broad category at kindergarten entry--English learners (ELs). EL categorization and placement, however, can considerably underestimate the heterogeneity present among language minority children in…

The case study of bilingual tutors and their impact on the reading comprehension of children whose primary language is not English is fundamental to this dissertation. Recent research has indicated that there is a positive correlation between a tutor having knowledge of the parent language of bilingual children and the children's improvements in…

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify…

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify…

Bilingual children are often referred for assessment to determine if educational or mental health supports are necessary for academic, social-emotional, or personal success. However, practitioners unfamiliar with the complex factors affecting second language acquisition run the risk of misinterpreting assessment data. For example, assessments that…

The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general…

As the American immigrant population continues to expand, immigrant children and children of immigrants are entering the public school system. To be most effective, new teaching pedagogies must take cultural diversity into account. "Cross-Cultural Considerations in the Education of Young Immigrant Learners" explores some of the…