title: The gap between Spanish speakers' word reading and word knowledge: a longitudinal study.
abstract: This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students' rates of growth and overall ability in word reading were on par with national norms. In contrast, students' oral language skills started out below national norms and their rates of growth, although surpassing the national rates, were not sufficient to reach age-appropriate levels. The results underscore the need for increased and sustained attention to promoting this population's language development.
authors.affiliation: University of Illinois at Chicago, College of Education, Chicago, IL 60607, USA. jmm25@uic.edu
authors.forename: Jeannette
authors.initials: J
authors.lastname: Mancilla-Martinez
authors.forename: Nonie K
authors.initials: NK
authors.lastname: Lesaux
mesh_terms: D000124:Achievement; D002648:Child; D002675:Child, Preschool; D032882:Comprehension; D018479:Early Intervention, Educational; D005260:Female; D006630:Hispanic or Latino / Q000193:education* / Q000523:psychology*; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008570:Memory, Short-Term; D019303:Multilingualism; D009511:New England; D011203:Poverty; D011932:Reading; D014705:Verbal Behavior; D014706:Verbal Learning; D014825:Vocabulary