Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities.

2006 ◽  
Vol 98 (2) ◽  
pp. 247-264 ◽  
Author(s):  
H. Lee Swanson ◽  
Leilani Sáez ◽  
Michael Gerber
Keyword(s):  
At Risk ◽  
Reading Disabilities ◽  
Bilingual Children ◽  
Children At Risk ◽  
Not At Risk

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

2015 ◽  
Vol 50 (4) ◽  
pp. 386-407 ◽  
Author(s):  
H. Lee Swanson ◽  
Michael J. Orosco ◽  
Milagros Kudo
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Reading Disabilities ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Naming Speed ◽  
Significant Group ◽  
L2 Reading ◽  
Executive System ◽  
Not At Risk

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM.

Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities.

2004 ◽  
Vol 96 (1) ◽  
pp. 3-18 ◽  
Author(s):  
H. Lee Swanson ◽  
Leilani Sáez ◽  
Michael Gerber ◽  
Jill Leafstedt
Keyword(s):  
At Risk ◽  
Cognitive Functioning ◽  
Reading Disabilities ◽  
Not At Risk

scholarly journals Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes.

2017 ◽  
Vol 109 (7) ◽  
pp. 889-914 ◽  
Author(s):  
Maureen W. Lovett ◽  
Jan C. Frijters ◽  
Maryanne Wolf ◽  
Karen A. Steinbach ◽  
Rose A. Sevcik ◽  
...  
Keyword(s):  
At Risk ◽  
Individual Differences ◽  
Early Intervention ◽  
Reading Disabilities ◽  
Children At Risk ◽  
The Impact

Early Identification of Children At Risk for Reading Disabilities

1994 ◽  
Vol 27 (6) ◽  
pp. 371-382 ◽  
Author(s):  
David P. Hurford ◽  
Joel D. Schauf ◽  
Tammy Blaich ◽  
Kraig Moore ◽  
Larry Bunce
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Reading Disabilities ◽  
Children At Risk

A Longitudinal Study of Kindergarten Children At Risk for Reading Disabilities

2011 ◽  
Vol 44 (5) ◽  
pp. 421-430 ◽  
Author(s):  
John K. McNamara ◽  
Mary Scissons ◽  
Naomi Gutknecth
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Reading Disabilities ◽  
Kindergarten Children ◽  
Children At Risk
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