The reading profiles of late elementary English learners with and without risk for dyslexia

Miciak, Jeremy; Ahmed, Yusra; Capin, Phil; Francis, D.

doi:10.1007/s11881-022-00254-4

Cited by 13 publications

(9 citation statements)

References 57 publications

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“…Finding children with late-emerging learning disabilities, especially as it applies to reading comprehension, is consistent with the literature (Cho et al, 2019; Miciak et al, 2022; Taboada Barber et al, 2022). Finding latent emergent children among EL children is also consistent with our earlier work with monolingual elementary identifying a latent class of students with low achievement in mathematical problem-solving and reading comprehension but average performance in areas of word identification and fluid intelligence (Swanson et al, 2018).…”

Section: Discussionsupporting

confidence: 89%

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

Swanson¹,

Kong²,

Petcu³

2023

Journal of Educational Psychology

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This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish (L1) and English (L2). These same measures were administered 1 and 2 years later (Wave 2 and 3). Two stable latent classes of children at risk for learning disabilities (children with comorbid difficulties and children with high order difficulties) emerged that were distinct from two latent classes (balanced bilinguals, unbalanced bilinguals) of average achievers who varied in second language acquisition. Further, significant growth parameters that uniquely predicted the log-odds identifying latent classes across all status groups were measures of working memory. Finally, the significant contributions of L2 cognitive measures to latent class status were dependent on L1 cognitive performance. The results suggest that statistically distinct and stable latent classes of children with learning disabilities emerge under the umbrella of English language learners and that growth in the executive processes of working memory and first language cognitive performance play an important role in predictions of latent class status.

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Section: Discussionsupporting

confidence: 89%

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

Swanson¹,

Kong²,

Petcu³

2023

Journal of Educational Psychology

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“…Youth within a Class are more like each other and significantly different from those in other Classes. For example, LPA has been used to identify the reading Classes of late elementary school English learners with and without dyslexia (Miciak et al, 2022), the word reading and listening comprehension abilities of fourth graders with significant reading comprehension deficits and cognitive challenges (Capin et al, 2021), the language and reading comprehension skills of adolescent struggling readers in urban schools (Brasseur-Hock et al, 2011), the reading abilities of adolescent readers with differing attentional abilities (Tsujimoto et al, 2019), and the language and reading capabilities of struggling adolescent readers (Brasseur-Hock et al, 2011; Clemens et al, 2021).…”

Section: Literacy Instruction and Juvenile Correctionsmentioning

confidence: 99%

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

Houchins,

Lambert,

Henrich

et al. 2024

Behavioral Disorders

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A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 youth, we identified three distinct Classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

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“…This phenomenon could be at least partially due to the fact that ELs are less likely to be in special education in younger grades and, therefore, may miss out on early interventions, and then are more likely to be in special education with an identified LD in higher grades (Samson & Lesaux, 2009; Yamasaki & Luk, 2018). One study that looked specifically at ELs at risk for dyslexia found that by third and fourth grade, students who are identified both as ELs and at risk for dyslexia have considerable academic challenges that require intense interventions (Miciak et al., 2022). These studies highlight the need for improved screening and early intervention for ELs at risk for dyslexia.…”

Section: Screening For Risk Of Dyslexiamentioning

confidence: 99%

English Learners’ Performance on a Measure of Dyslexia Risk

Rhinehart

Gotlieb

2023

Learning Disabilities Research & Practice

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Many schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that students who were ELs performed similarly to their peers who were proficient in English on many literacy subskills. Additionally, we found that EL students were not significantly more likely to be “flagged” as at risk for dyslexia. These findings have practical implications for using universal screeners to identify students, including students who are designated ELs, as being at risk for learning disabilities, including dyslexia.

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The reading profiles of late elementary English learners with and without risk for dyslexia

Cited by 13 publications

References 57 publications

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

English Learners’ Performance on a Measure of Dyslexia Risk

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