Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment

Autor/inn/en	Petersen, Douglas B.; Gillam, Ronald B.
Titel	Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment
Quelle	In: Learning Disabilities Research & Practice, 28 (2013) 3, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12014
Schlagwörter	Bilingual Students; English Language Learners; Spanish Speaking; Hispanic American Students; At Risk Students; Language Impairments; Language Proficiency; Language Skills; Socioeconomic Status; Preschool Children; Kindergarten; Grade 1; Elementary School Students; Word Recognition; Predictor Variables; Reading Difficulties + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Language skills; Sprachkompetenz; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Worterkennung; Prädiktor; Reading difficulty; Leseschwierigkeit
Abstract	Sixty-three bilingual Latino children who were at risk for language impairment were administered reading-related measures in English and Spanish (letter identification, phonological awareness, rapid automatized naming, and sentence repetition) and descriptive measures including English language proficiency (ELP), language ability (LA), socioeconomic status, and preschool attendance at kindergarten. At the end of first grade, English word-level reading and reading comprehension (RC) were measured. Results indicated that the Spanish predictor measures did not account for significant variance over and above the English predictor measures for any of the first-grade outcome measures. Of the descriptive predictor measures, only ELP and LA were significantly predictive, accounting for unique variance in first-grade RC. Sensitivity ranged from 0.67 to 0.86 and specificity ranged from 0.82 to 0.93 across the four first-grade outcome measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10