Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention

Michael J. Kieffer, Rose K. Vukovic

Research output: Contribution to journalArticle

Abstract

This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing decisions about how early LM learners can undergo screening for risk of reading difficulties. As a group, LM learners demonstrated weaknesses in vocabulary and oral comprehension and strengths in phonological awareness that were apparent in Grade 1 and consistent through Grade 4. LM learners also demonstrated early strengths in letter-word identification but fell far below national norms by Grade 4. The subset of LM learners with word reading difficulties demonstrated major weaknesses in vocabulary, oral comprehension, phonological awareness, and working memory, whereas LM learners with specific reading comprehension difficulties demonstrated major weaknesses in vocabulary and oral comprehension; these weaknesses were apparent in Grade 1 and consistent through Grade 4, suggesting the importance of early assessment and intervention.

Original languageEnglish (US)
Pages (from-to)1159-1194
Number of pages36
JournalReading and Writing
Volume26
Issue number7
DOIs
StatePublished - Aug 2013

Fingerprint

Reading
Language
school grade
minority
Growth
language
Vocabulary
comprehension
evidence
vocabulary
Minority Groups
language group
Identification (Psychology)
Short-Term Memory
Longitudinal Studies
speaking
longitudinal study

Keywords

  • Language minority
  • Longitudinal studies
  • Reading difficulties

ASJC Scopus subject areas

  • Education
  • Neuropsychology and Physiological Psychology
  • Linguistics and Language
  • Speech and Hearing

Cite this

@article{c90eeb636a6040988671a3f2e987a4e2,
title = "Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention",
abstract = "This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing decisions about how early LM learners can undergo screening for risk of reading difficulties. As a group, LM learners demonstrated weaknesses in vocabulary and oral comprehension and strengths in phonological awareness that were apparent in Grade 1 and consistent through Grade 4. LM learners also demonstrated early strengths in letter-word identification but fell far below national norms by Grade 4. The subset of LM learners with word reading difficulties demonstrated major weaknesses in vocabulary, oral comprehension, phonological awareness, and working memory, whereas LM learners with specific reading comprehension difficulties demonstrated major weaknesses in vocabulary and oral comprehension; these weaknesses were apparent in Grade 1 and consistent through Grade 4, suggesting the importance of early assessment and intervention.",
keywords = "Language minority, Longitudinal studies, Reading difficulties",
author = "Kieffer, {Michael J.} and Vukovic, {Rose K.}",
year = "2013",
month = "8",
doi = "10.1007/s11145-012-9410-7",
language = "English (US)",
volume = "26",
pages = "1159--1194",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "7",

}

TY - JOUR

T1 - Growth in reading-related skills of language minority learners and their classmates

T2 - More evidence for early identification and intervention

AU - Kieffer, Michael J.

AU - Vukovic, Rose K.

PY - 2013/8

Y1 - 2013/8

N2 - This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing decisions about how early LM learners can undergo screening for risk of reading difficulties. As a group, LM learners demonstrated weaknesses in vocabulary and oral comprehension and strengths in phonological awareness that were apparent in Grade 1 and consistent through Grade 4. LM learners also demonstrated early strengths in letter-word identification but fell far below national norms by Grade 4. The subset of LM learners with word reading difficulties demonstrated major weaknesses in vocabulary, oral comprehension, phonological awareness, and working memory, whereas LM learners with specific reading comprehension difficulties demonstrated major weaknesses in vocabulary and oral comprehension; these weaknesses were apparent in Grade 1 and consistent through Grade 4, suggesting the importance of early assessment and intervention.

AB - This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing decisions about how early LM learners can undergo screening for risk of reading difficulties. As a group, LM learners demonstrated weaknesses in vocabulary and oral comprehension and strengths in phonological awareness that were apparent in Grade 1 and consistent through Grade 4. LM learners also demonstrated early strengths in letter-word identification but fell far below national norms by Grade 4. The subset of LM learners with word reading difficulties demonstrated major weaknesses in vocabulary, oral comprehension, phonological awareness, and working memory, whereas LM learners with specific reading comprehension difficulties demonstrated major weaknesses in vocabulary and oral comprehension; these weaknesses were apparent in Grade 1 and consistent through Grade 4, suggesting the importance of early assessment and intervention.

KW - Language minority

KW - Longitudinal studies

KW - Reading difficulties

UR - http://www.scopus.com/inward/record.url?scp=84879780563&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84879780563&partnerID=8YFLogxK

U2 - 10.1007/s11145-012-9410-7

DO - 10.1007/s11145-012-9410-7

M3 - Article

AN - SCOPUS:84879780563

VL - 26

SP - 1159

EP - 1194

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 7

ER -