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ERIC Number: EJ797661
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1937-6928
Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade
Rinaldi, Claudia; Paez, Mariela
Learning Disabilities: A Contemporary Journal, v6 n1 p71-86 2008
This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed. (Contains 3 tables and 4 footnotes.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A