Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis

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Autor/inn/en	Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle
Titel	Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis
Quelle	In: Journal of Educational Psychology, 108 (2016) 6, S.830-856 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000102
Schlagwörter	English Language Learners; At Risk Students; Reading Difficulties; Learning Disabilities; Cognitive Processes; Literacy; Reading Skills; Elementary School Students; Spanish Speaking; Grade 1; Vocabulary; Short Term Memory; Naming; Attention; Bilingual Students; Probability; Phonological Awareness; Predictor Variables; Oral Language; Verbal Communication; Spatial Ability; Visual Perception; Longitudinal Studies; Intelligence Tests; Verbal Ability; Achievement Tests; Attention Deficit Hyperactivity Disorder; Rating Scales; Language Proficiency; Second Language Learning; Surveys; English (Second Language); Reading Tests; Psycholinguistics; Language Tests; Observation; Multivariate Analysis; Conners Rating Scales; Expressive One Word Picture Vocabulary Test; Illinois Test of Psycholinguistic Abilities; Peabody Picture Vocabulary Test; Raven Progressive Matrices; Wide Range Achievement Test; Woodcock Munoz Language Survey; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Cognitive process; Kognitiver Prozess; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Wortschatz; Kurzzeitgedächtnis; Aufmerksamkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Prädiktor; Oral interpretation; Mündlicher Sprachgebrauch; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligence test; Intelligenztest; Mündliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Survey; Umfrage; Befragung; English as second language; English; Second Language; Englisch als Zweitsprache; Lesetest; Psycholinguistik; Language test; Sprachtest; Beobachtung; Multivariate Analyse
Abstract	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 [WM], rapid naming, random letter and number generation, and teacher ratings of inattention) in both Spanish and English. These same measures were administered 1 and 2 years later. Four important findings occurred. First, 4 latent classes emerged (nonbalanced bilinguals-good readers, balanced bilinguals-good readers, reading disabled, and classroom inattentive children) across all 3 testing waves. Second, probability estimates indicated that 23% of the total sample was at risk, and approximately 10% of the inattentive class transitioned into the RD risk class by Wave 3. Third, phonological process were primary predictive of latent classes at Wave 1, whereas working memory measures emerged as predictive at Waves 2 and 3. Finally, the best model for correctly predicting the odds of being correctly classified as RD at the final testing wave included measures of Spanish phonological processing, Spanish naming speed, English and Spanish oral language, English verbal WM, and visual-spatial WM. The results support the notion that statistically distinct and stable latent classes emerge under the umbrella of reading proficiency, and that children at risk for RD can be separated among a heterogeneous sample of children who are English language learners. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01