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Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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Home language at school: Crosslinguistic sentence integration supports second language comprehension of oral and written school-based discourse
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What Have We Learned About Bilingualism? Regarding Nichols et al. (2020)
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Distinguishing Difficulty From Disability: Next Steps in Improving the Identification of Reading Disabilities in English Learners
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Abstract:
English Learners (ELs) comprise approximately 10% of the U.S. public school population and face the daily challenge of acquiring skills and content in a developing second language. These students often experience difficulties with reading comprehension, even after acquiring a high level of conversational English and adequate word-level reading skills. Given that a majority of disciplinary content is learned through reading, ELs are at risk of school failure since English is the major instructional language in public schools. Those adequately supported through second language services have the potential to achieve academic success. However, like their English-proficient peers, a portion of ELs need additional support when they struggle with learning due to a reading disability (RD). Nevertheless, it is especially challenging to identify RDs in this population, as practitioners must rule out second language acquisition, cultural misunderstandings, inadequate instruction, and socioeconomic disadvantage as primary sources of reading difficulties. This thesis aims to contribute to the body of literature that addresses this challenge. The first study utilizes an online survey of 598 school- and clinic- based practitioners from across the U.S. to provide a descriptive investigation of the current roles of professionals in the identification process; range of assessments and methods used; and reported barriers to accurate and timely identification. Findings suggest that there is extensive variability in the methods involved, but insufficient training, bilingual practitioners, and valid and reliable assessments for ELs are major professional barriers. The second study compares behavioral (n=76) and neural (n=46) measures of reading processes among adolescents who are Spanish-speaking ELs, Spanish-English bilinguals, typically-developing monolingual English speakers, or monolingual English speakers with an RD. While typically- developing monolingual and bilingual adolescents generally demonstrated adequate reading skills in English, ELs and monolinguals with an RD demonstrated difficulties across a variety of English word reading measures. ELs also demonstrated substantially lower performance than all other groups on measures of English vocabulary and reading comprehension despite adequate performance on these measures in Spanish. Generally, participants shared similar neural correlates of component word reading processes in English. Taken together, this dissertation aims to provide a foundation for future research on this important topic. ; Human Development and Education
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Keyword:
English Learners; fMRI; reading; reading disabilities; special education
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364527
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Brain changes associated with language development and learning: A primer on methodology and applications
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The case for measuring and reporting bilingualism in developmental research
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Early Behavioral and Environmental Predictors of Language Skills in Infants at High and Low Risk for Autism Spectrum Disorder
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The Case for Measuring and Reporting Bilingualism in Developmental Research
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Language and Cognitive Control Networks in Bilinguals and Monolinguals
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Identifying Predictors of Academic Writing in English as a Foreign Language: A Study on Early Adolescents in Korea and China
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Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015
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More Than Just Symbols: Mental and Neural Representations Related to Symbolic Number Processing in Mathematics
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Executive control in bilinguals: A concise review on fMRI studies.
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A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages
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Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder
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Brain network activity in monolingual and bilingual older adults
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The effect of lifelong bilingualism on regional grey and white matter volume
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A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages
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