Knowledge to Inform Access to Early Literacy Intervention: The Role of English and Spanish Assessments

• In Event: 34.072 - Special Education Research SIG Paper Session 6: Issues Related to Early Intervention

Abstract

The purpose of the study is to investigate relations between performance on English and Spanish early literacy progress monitoring measures, and to understand which measures predict end of kindergarten reading performance on an English norm-referenced reading measure. Planned analyses are based on data from 84 Spanish-speaking kindergartners who were at-risk for reading problems. National policy legitimizes means for the prevention and identification of reading and other difficulties. Related practice relies upon efficient and accurate identification. However, the knowledge base needed to determine the best tools for struggling Spanish-speaking readers falls short. Such tools would facilitate access to early literacy intervention for this growing population. We contribute to the requisite knowledge-base by exploring performance on English and Spanish measures.

Authors

• Veronica Mellado De La Cruz, Southern Methodist University

• Brenna Rivas, Southern Methodist University

• Stephanie Al Otaiba, Southern Methodist University

• Nathan H. Clemens, Texas A&M University

• Doris Luft Baker, Southern Methodist University