Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties

Capin, Philip; Vaughn, Sharon; Miller, Joseph E.; Miciak, Jeremy; Fall, Anna-Mari; Roberts, Greg; Cho, Eunsoo; Barth, Amy E.; Steinle, Paul K.; Fletcher, Jack M.

doi:10.1080/10888438.2023.2254871

Cited by 3 publications

(1 citation statement)

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“…Yet a few phrases seemed open to misinterpretation, for example, “Privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics (pp. 19–20).” I think that this statement means, “ As a singular solution , phonics is unproven.” In fact, this would be in line with research that finds students need phonics based on literacy skills and home languages at kindergarten entry (See Capin et al., 2023; Connor et al., 2007; Kulesz et al., 2023; Riddle Buly & Valencia, 2002). Phonics is never the only component of reading instruction.…”

Section: Evidence Base For Phonics Instructionsupporting

confidence: 79%

A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading

Mesmer

2024

The Reading Teacher

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Section: Evidence Base For Phonics Instructionsupporting

confidence: 79%

A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading

Mesmer

2024

The Reading Teacher

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The role of digital stories in developing reading comprehension skills from the perspective of Arabic language teachers in elementary stage in Jordan

Sous,

Ellala,

Al-Tkhayneh

et al. 2024

2024 Fifth International Conference on Intelligent Data Science Technologies and Applications (IDSTA)

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English learners with dyslexia benefit from English dyslexia intervention: an observational study of routine intervention practices

Middleton,

Davila,

Frierson

2024

Front. Educ.

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IntroductionLearning to read when the language of the curriculum differs from one’s home language can pose unique challenges. For example, compared to the language spoken at home, the learner may be less familiar with the sound structure and have relatively limited word knowledge in the language of instruction. In the United States, English is the primary language of reading instruction for students who are English Proficient (EP) and for English Learners (EL). Current evidence indicates that for both EP and EL students, code-based competencies and meaning-based skills are important for learning to read. English-language reading interventions have been shown to be beneficial for EPs and ELs with reading problems, though it is not clear if this is also true when the reading problem is a reading disorder like dyslexia.MethodsThe current study addresses this question by comparing EL and EP student’s reading profile at baseline and changes over time in response to evidence-based English Language Dyslexia Instruction (ELDI) in public schools. One-hundred eighty-six students with dyslexia were followed over the course of two academic years. Assessments measured code and meaning-based reading skills. Multivariate profile analysis and linear mixed effects modeling were conducted to compare baseline reading profiles as well as growth in targeted skills over time.ResultsFindings reveal similar patterns of reading profiles across EL and EP groups, with more severe baseline deficits emerging for ELs. Groups performed equivalently on target reading skills after two years of intensive multi-componential reading intervention.ConclusionFindings confirm and extend previous research, suggesting ELs with Dyslexia can be identified and successfully served through routine practices, including ELDI.

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Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties

Cited by 3 publications

References 65 publications

A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading

A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading

The role of digital stories in developing reading comprehension skills from the perspective of Arabic language teachers in elementary stage in Jordan

English learners with dyslexia benefit from English dyslexia intervention: an observational study of routine intervention practices

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