Purpose: The purpose of this study was to examine the relationship between parent concerns about children's oral language, reading, and related skills and their children's performance on standardized assessments of language and reading, with a particular focus on whether those relationships differed between children recruited for in-school versus…

Theories of reading and writing development suggest that the factor structure of achievement batteries could change across development. As a result, it is important to test achievement batteries for invariance across development. The purpose of these analyses is to determine whether the factor structure of reading, writing, and oral language…

Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…

Oral language abilities have been reported to be related to reading development. This relationship seems to be determined by orthographic systems and reading development. Children with developmental language disorder (DLD) show reading difficulties, although most studies focus on reading comprehension. The present study has two main objectives: to…

Background and aims: Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum…

Purpose: Oral language plays a significant role in the development of reading and writing skills in intermediate grade students. Therefore, it is an important consideration for students receiving special education services for a language-based learning disability (LLD) through the public school system. The goal of this study was to examine the…

In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as "poor comprehenders". Levels of effectiveness…

Multilingualism in education is encouraged in South Africa, and children are expected to become bilingual and biliterate during the early primary grades. Much focus has been placed on measuring literacy in children's first language, often the medium of instruction (MOI), and English, the language typically used as MOI from fourth grade. However,…

English language development is a critical component for young children's school readiness. In this study, we examined the effect of "Read it again-Pre-K!" (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy,…

Background: Syntax is a language skill purported to support children's reading comprehension. However, researchers who have examined whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments report inconsistent results. Aims: To determine if differences in how syntax is…

Purpose: This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit language and literacy data for a population-based sample in the school-age years. Method: A stratified secondary data set of 1,500 participants…

The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the…

This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…

This article critiques the current arrangements for the assessment and testing of English in early-years settings and primary schools in England. It is broadly supportive of the Early Years Foundation Stage Profile. It is highly critical of the Year 1 phonics check, and of the tests of reading and of grammar, punctuation and spelling at the end of…

This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English" ("DISE"), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach…