Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures

Autor/inn/en	Lillian Durán; Julian M. Siebert; Mónica Zegers; Nuria Gutiérrez; Francesca Pei; Hugh Catts; Yaacov Petscher; Maria Luisa Gorno-Tempini
Titel	Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures
Quelle	In: Journal of Learning Disabilities, 59 (2026) 1, S. 20-36Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Julian M. Siebert) ORCID (Nuria Gutiérrez) ORCID (Francesca Pei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194251339470
Schlagwörter	Forschungsbericht; Emergent Literacy; Kindergarten; Grade 1; Elementary School Students; English Learners; Language Proficiency; Monolingualism; Growth Models; Reading Tests; California + Suchen Sie Ihr Suchwort? Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Language skill; Language skills; Sprachkompetenz; Lesetest; Kalifornien
Abstract	In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade students' performance on early literacy measures in English is affected by their English proficiency. In this paper, we report on performance on measures of deletion, picture naming, sentence repetition, letter naming fluency, word and nonword reading, and rapid object naming across the school year. Drawing on a diverse and representative sample of 3,064 students across 31 U.S. Californian schools, we addressed two main research questions. First, we compared the performance of English-only students (EO) to ELs and to students identified as English-proficient (EP) but speaking another language at home. Findings indicated that ELs consistently scored lower than their EO and EP peers across all assessments. Second, we compared growth patterns. While most measures showed similar growth rates, a significant performance gap remained for ELs (p < 0.001). Notably, EP students displayed distinct performance patterns, outperforming EO students in most tasks, except for those demanding more vocabulary. Our findings emphasize the importance of tailored assessment approaches and consideration of English proficiency when interpreting ELs' performance. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/02