Separating Language Acquisition and Specific Learning Disabilities Among English Learners: A Latent Class Analysis

• In Event: AERA Poster Session 10
  In Poster Session: Preparing the Next Generation of Experts

Abstract

This study investigated the prevalence of latent classes at risk for reading and/or math disabilities in elementary-aged children whose first language is Spanish. To this end, children (N = 394) in Grades 1 to 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Five latent classes emerged and probability estimates indicated that 10% of the total sample was at risk, and approximately 40% sample reflected a language acquisition group not at risk. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners, and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of EL children.

Author

• Lee Swanson, The University of New Mexico