Cognition in the Classroom for Spanish-Speaking English Language Learners at Risk for Reading Disabilities

• In Event: Roundtable Session 32
  In Roundtable Session: Inclusionary Practices in Special Education

Abstract

The purpose of this project was to identify teacher responsiveness to the cognitive (e.g. working memory) needs of their Spanish-speaking English Language Learners in a Tier 1 general classroom setting and to identify the relationships between instruction and student outcomes for those at risk or not at risk for reading disabilities. Data from bilingual literacy, language, and cognitive achievement measures and classroom observations were collected over a period of two years for students in first through fourth grade. Relationships between the classroom instruction and differential growth trajectories for students at risk for reading disabilities will be discussed.

Author

• Danielle Guzman-Orth, Educational Testing Service