A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.

This study reports 4 experiments that investigated the locus of temporal effects of printed word frequency in speeded-naming tasks. Response latencies and onset durations are shorter for high-frequency words compared with low-frequency words, but there is no effect of frequency on rime durations. These results can only be accounted for if (a) phonemes are activated in parallel and not sequentially from left to right and (b) the criterion to initiate pronunciation is based on the initial phoneme and not the whole word. In addition, the effect of word-initial phoneme characteristics on acoustic latency was investigated. The acoustic latency of words beginning with voiceless sibilants was less than that of words beginning with plosives, a pattern opposite that reported by R. Treiman, J. Mullennix, R. Bijeljac-Babic, and E. E. Richmond-Welty (1995). This difference was attributed to the lower sensitivity of voice keys compared with measures based on digitized responses.

This article examines the sociocultural scaffolding practices of 24 Latino paraeducators and 8 former Latino paraeducators (who had recently become teachers) as they worked with Latino students in two large urban schools. Instances were observed in which participants used important funds of knowledge in their interactions with students during instruction, in informal contexts, and in the case of the current paraeducators to inform the teachers with whom they worked in the community. Unfortunately, use of sociocultural scaffolding was scarce, nonstrategic, and not directly tied to instruction. We argue that under ideal instructional conditions, this knowledge should be fostered, used strategically, and appropriated more systematically.