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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners
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In: New Dir Child Adolesc Dev (2019)
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Abstract:
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating Branum-Martin et al.’s (2006) kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were administered to 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered student-level data, (b) student-level data centered at the classroom means, (c) classroom-level data, and (d) multilevel CFA. Results indicated that while the multilevel CFA provided the most comprehensive view of the data, the multi-level student-level estimates were not appreciably different from estimates based on student-level data centered at the classroom means, and multi-level classroom-level estimates were comparable to estimates based on the analysis of classroom means. Importantly, English and Spanish PA were statistically separable at the student-level, but minimally distinct (r = .86) and slightly less correlated than what has been reported for kindergarten (r=.93). At the classroom level, the correlation was moderate (r=.51), and substantially reduced compared to kindergarten (r=.83). The distinction at the classroom-level between kindergarten and Grade 1 imply that instruction differentiates the abilities across languages at the classroom-level, but less so at the student-level.
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URL: https://doi.org/10.1002/cad.20303 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6642443/ http://www.ncbi.nlm.nih.gov/pubmed/31264340
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IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
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In: New Dir Child Adolesc Dev (2019)
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Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
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In: New Dir Child Adolesc Dev (2019)
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Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)
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Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control
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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
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Psychometric Properties of Maze Tasks in Middle School Students
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The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
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Cognitive Correlates of Inadequate Response to Reading Intervention
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A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
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A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant
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