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Direct linkKremin, Lena V.; Arredondo, Maria M.; Hsu, Lucy Shih-Ju; Satterfield, Teresa; Kovelman, Ioulia – International Journal of Bilingual Education and Bilingualism, 2019
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and…
Descriptors: Literacy, Spanish, English (Second Language), Second Language Learning
Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros Fatima – Reading & Writing Quarterly, 2017
This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…
Descriptors: Reading Assignments, English Language Learners, Reading Achievement, Predictor Variables
Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
