Many disadvantaged students with refractive errors, such as myopia (nearsightedness) and hyperopia (farsightedness), do not have eyeglasses, and their reduced vision may impact reading proficiency. Providing eyeglasses may increase their reading success. This article reports the findings of a study in Baltimore City in which disadvantaged second…

Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading…

In this longitudinal study, we examined the relationship between primary grade (K-2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since kindergarten entry. As…

This longitudinal study examined the role of oral proficiency on English reading comprehension, as measured with elicited narratives using a wordless picture book, "Frog Where are You?". The sample consisted 102 English language learners, including both Spanish and Cantonese speakers. Narrative samples were collected in the winter of…

Examines three English oral language proficiency tests in terms of whether the tests measure basic interpersonal communication skills or cognitive-academic language proficiency. Suggests that oral language proficiency tests should be academic in nature if their purpose is to determine whether language-minority students can meet the demands of…