Dutch and English literacy and language outcomes of dyslexic students in regular and bilingual secondary education

2014 ◽  
Vol 3 (1) ◽  
pp. 62-81 ◽  
Author(s):  
Elise de Bree ◽  
Sharon Unsworth
Keyword(s):  
Secondary Education ◽  
The Netherlands ◽  
Oral Language ◽  
English Proficiency ◽  
Literacy Skills ◽  
Educational Setting ◽  
Language And Literacy ◽  
Language Outcomes ◽  
English Literacy ◽  
Dyslexic Students

An increasing number of schools in the Netherlands offer bilingual (secondary) education, usually combining Dutch with English. As yet, it remains unclear whether students with dyslexia are able to cope in this type of educational setting. To address this question, the oral language and literacy skills of dyslexic and non-dyslexic students attending regular and bilingual VWO (pre-university) secondary education were compared. Results confirmed the benefits to English proficiency offered by this type of education as found in earlier studies (Van der Leij et al., 2010; Verspoor et al., 2010). In addition, dyslexic students at bilingual schools scored significantly higher on English literacy and language tasks than their dyslexic peers in regular programmes, suggesting that bilingual secondary education is not too difficult for students with dyslexia and may in fact be just as beneficial for this group as for non-dyslexics.

Improving Oral Language and Literacy Skills in Preschool Children from Disadvantaged Backgrounds: Remembering, Writing, Reading (RWR)

2010 ◽  
Vol 29 (4) ◽  
pp. 363-390 ◽  
Author(s):  
Allyssa McCabe ◽  
Judith Boccia ◽  
Mary Beth Bennett ◽  
Natallia Lyman ◽  
Ryan Hagen
Keyword(s):  
Preschool Children ◽  
Oral Language ◽  
Literacy Skills ◽  
Language And Literacy

scholarly journals Predicting Literacy Skills at 8 Years From Preschool Language Trajectories: A Population-Based Cohort Study

2020 ◽  
Vol 63 (8) ◽  
pp. 2752-2762
Author(s):  
Fufen Jin ◽  
Synnve Schjølberg ◽  
Mari Vaage Wang ◽  
Patricia Eadie ◽  
Ragnhild Bang Nes ◽  
...  
Keyword(s):  
Cohort Study ◽  
Oral Language ◽  
Late Onset ◽  
Binary Logistic Regression ◽  
Population Based ◽  
Literacy Skills ◽  
Preschool Age ◽  
Language And Literacy ◽  
Predictive Values ◽  
Gender Specific

Purpose This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3–5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures.

How Do New Zealand Teachers Assess Children’s Oral Language and Literacy Skills at School Entry?

2019 ◽  
Vol 54 (1) ◽  
pp. 69-97 ◽  
Author(s):  
Tracy A. Cameron ◽  
Jane L. D. Carroll ◽  
Mele Taumoepeau ◽  
Elizabeth Schaughency
Keyword(s):  
New Zealand ◽  
Oral Language ◽  
Literacy Skills ◽  
School Entry ◽  
Language And Literacy

scholarly journals Correction to: How Do New Zealand Teachers Assess Children’s Oral Language and Literacy Skills at School Entry?

2019 ◽  
Vol 54 (1) ◽  
pp. 99-99
Author(s):  
Tracy A. Cameron ◽  
Jane L. D. Carroll ◽  
Mele Taumoepeau ◽  
Elizabeth Schaughency
Keyword(s):  
New Zealand ◽  
Oral Language ◽  
Literacy Skills ◽  
School Entry ◽  
Language And Literacy

Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention

2008 ◽  
Vol 49 (4) ◽  
pp. 422-432 ◽  
Author(s):  
Claudine Bowyer-Crane ◽  
Margaret J. Snowling ◽  
Fiona J. Duff ◽  
Elizabeth Fieldsend ◽  
Julia M. Carroll ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Oral Language ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Early Language ◽  
Differential Effects

scholarly journals Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects

2011 ◽  
Vol 18 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Maura Jones Moyle ◽  
S. Sue Berman
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
At Risk Children

The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.

scholarly journals The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1755-1774
Author(s):  
Language and Reading Research Conso ◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
First Grade ◽  
English Word ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Language And Literacy

Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.

scholarly journals Conclusion: Perspectives on Language, Literacy, and Deafness

2019 ◽  
Vol 9 (4) ◽  
pp. 286
Author(s):  
Peter V. Paul ◽  
Faisl Alqraini
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Decoding Skills ◽  
Literacy Learners ◽  
English Literacy

As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.

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