Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated among English Learners?

Autor/inn/en	Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania D.; Asencio Pimentel, Monica Fiorella
Titel	Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated among English Learners?
Quelle	In: Exceptional Children, 86 (2020) 3, S.293-309 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402919893931
Schlagwörter	Incidence; At Risk Students; Learning Disabilities; Reading Skills; Mathematics Skills; Grade 1; Grade 2; Grade 3; Elementary School Students; English Language Learners; Academic Achievement; Low Achievement; Reading Difficulties; Cognitive Ability; Short Term Memory; Executive Function; Naming; Vocabulary; Peabody Picture Vocabulary Test; Woodcock Munoz Language Survey; Woodcock Johnson Tests of Achievement; Raven Progressive Matrices; Conners Teacher Rating Scale + Suchen Sie Ihr Suchwort? Vorkommen; Learning handicap; Lernbehinderung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Schulleistung; Unterdurchschnittliche Leistung; Reading difficulty; Leseschwierigkeit; Denkfähigkeit; Kurzzeitgedächtnis; Wortschatz
Abstract	This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children (N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings occurred. First, five latent classes emerged (average achievers, poor achievers, reading disabled, English language learners, Spanish-dominant achievers) that varied in language and achievement scores. Second, probability estimates indicated that 10% of the total sample was at risk for learning disabilities (below cutoff score), and approximately 40% of the sample reflected a language acquisition group not at risk for academic difficulties. Finally, the best model for correctly predicting the odds of latent classes differing from average achievers included English measures of short-term memory, naming speed, and the executive component of working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of children who are acquiring English as a second language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01