ERIC Number: EJ687016
Record Type: Journal
Publication Date: 2004-Nov
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2?
Lee Swanson, H.; Sez, Leilani; Gerber, Michael
Learning Disabilities Research and Practice, v19 n4 p225-238 Nov 2004
This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in reading achievement. We tested whether the memory processes in a sample of English-language learners that played a major role in predicting second-language acquisition and risk for reading disability (RD) in Grade 1 (Swanson, Sez, Gerber, & Leafstedt, 2004) also predicted reading performance in Grade 2. The present results showed that Spanish short-term memory (STM) performance in Grade 1 predicted basic Spanish-reading skills and Spanish comprehension in Grade 2, whereas Grade 1 English STM performance predicted English vocabulary and English comprehension in Grade 2. More importantly, children at risk for RD in Grade 1 differed from the counterparts in Grade 2 on both English and Spanish measures of reading, whereas their memory deficits were isolated to Spanish STM and working memory (WM). The relationship between language-specific processes in memory and reading are discussed.
Descriptors: Second Language Learning, English (Second Language), High Risk Students, Grade 1, Grade 2, Vocabulary, Short Term Memory, Reading Achievement, Reading Difficulties, Spanish, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED497258