This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different…

This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish-English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from…

This article describes the development of a Spanish-spelling measure designed to assess the progress made by Spanish-English bilingual children from Grade 2 to Grade 5. Different stages of measure development are described, such as the selection of the focus features, the pilot phase of the assessment, and the finalizing of the operational…