The Stability of Learning Disabilities among Emergent Bilingual Children: A Latent Transition Analysis

Autor/inn/en	Swanson, H. Lee; Arizmendi, Genesis D.; Li, Jui-Teng
Titel	The Stability of Learning Disabilities among Emergent Bilingual Children: A Latent Transition Analysis
Quelle	In: Journal of Educational Psychology, 113 (2021) 6, S.1244-1268 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swanson, H. Lee) ORCID (Arizmendi, Genesis D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000645
Schlagwörter	Learning Disabilities; Elementary School Students; Grade 1; Grade 2; Grade 3; Bilingual Students; English Language Learners; Spanish; At Risk Students; Disability Identification; Cognitive Processes; Hispanic American Students; Verbal Ability; Vocabulary; Second Language Learning; English (Second Language); Intelligence; Attention; Mathematics Skills; Reading Skills; Language Skills; New Mexico; Peabody Picture Vocabulary Test; Raven Progressive Matrices; Woodcock Munoz Language Survey; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Spanisch; Cognitive process; Kognitiver Prozess; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mündliche Leistung; Wortschatz; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Intelligenz; Klugheit; Aufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz
Abstract	This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish and English. These same measures were also administered one year later (Wave 2). Four important findings occurred. First, four latent classes (balanced bilinguals-average achievers, unbalanced bilinguals-average achievers, children at risk for learning disabilities, English dominant) at both testing waves emerged. Second, probability estimates indicated that 20% of the total sample was at risk for learning disabilities at Wave 1, with late-emerging academic difficulties increasing the learning disabilities latent class by 5% at Wave 2. Third, the incidence of late-emerging children at risk for learning disabilities was higher among balanced bilingual average achievers, especially for those children transitioning to or from Grade 3. Finally, the cognitive measures for predicting the odds of children being correctly classified in the final wave of testing included measures of naming speed and working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of language and academic performance and that children at risk for learning disabilities 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	2024/1/01