Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners

Persistent Link:
http://hdl.handle.net/10150/347237
Title:
Assessment of Reading and Dyslexia in Spanish Speaking English Language Learners
Author:
Youman, Martha Elizabeth
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
While significant research has been done on dyslexia with native English speakers, little is known about identifying dyslexia in English Language Learners (ELLs). Previous research, primarily involving monolingual native English speakers, has highlighted specific cognitive correlates of reading that help screen students with dyslexia at an early age. These cognitive correlates, which include Phonological Awareness (PA), Rapid Automatized Naming (RAN), and Processing Speed (PS), have consistently been linked to basic reading skills in English and other languages. The present study had many objectives that could provide guidance for practitioners working with ELLs. First it explored the value of PA, RAN, and PS as predictors of basic reading skills in Spanish speaking ELLs. Second, it investigated a model that combined tasks of PA, RAN and PS that had the highest correlations to aspects of reading. Third, it explored the role of Vocabulary (V) in both English and Spanish in the development of reading skills in ELLs. Fourth, it aimed at establishing the use of the Simple View of Reading (SVR; Gough & Tunmer, 1986), which postulates that reading is the product of decoding and listening comprehension skills, for the assessment of reading in ELLs. Finally, it incorporated findings from this study for an adaptation of the SVR for use with ELLs. Findings suggest that RAN, PA, and PS, as measured in this study, are highly correlated to basic reading skills in Spanish speaking ELLs, and that these can be used for the assessment of reading and dyslexia in this population. This study also demonstrated that a model that included RAN numbers and phoneme deletion in English can accurately predict reading performance. Findings also indicate that V in English is highly correlated to basic reading skills in English, and that the model of the SVR can be replicated with the population sampled in this study. Finally, case study analyses illustrate how a model similar to the SVR, which incorporates RAN and PS, as well as V, can be used for the assessment of reading and dyslexia in ELLs.
Type:
text; Electronic Dissertation
Keywords:
dyslexia; ELLs; phonological awareness; RAN; reading; School Psychology; cognitive correlates
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; School Psychology
Degree Grantor:
University of Arizona
Advisor:
Perfect, Michelle M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleAssessment of Reading and Dyslexia in Spanish Speaking English Language Learnersen_US
dc.creatorYouman, Martha Elizabethen_US
dc.contributor.authorYouman, Martha Elizabethen_US
dc.date.issued2015-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractWhile significant research has been done on dyslexia with native English speakers, little is known about identifying dyslexia in English Language Learners (ELLs). Previous research, primarily involving monolingual native English speakers, has highlighted specific cognitive correlates of reading that help screen students with dyslexia at an early age. These cognitive correlates, which include Phonological Awareness (PA), Rapid Automatized Naming (RAN), and Processing Speed (PS), have consistently been linked to basic reading skills in English and other languages. The present study had many objectives that could provide guidance for practitioners working with ELLs. First it explored the value of PA, RAN, and PS as predictors of basic reading skills in Spanish speaking ELLs. Second, it investigated a model that combined tasks of PA, RAN and PS that had the highest correlations to aspects of reading. Third, it explored the role of Vocabulary (V) in both English and Spanish in the development of reading skills in ELLs. Fourth, it aimed at establishing the use of the Simple View of Reading (SVR; Gough & Tunmer, 1986), which postulates that reading is the product of decoding and listening comprehension skills, for the assessment of reading in ELLs. Finally, it incorporated findings from this study for an adaptation of the SVR for use with ELLs. Findings suggest that RAN, PA, and PS, as measured in this study, are highly correlated to basic reading skills in Spanish speaking ELLs, and that these can be used for the assessment of reading and dyslexia in this population. This study also demonstrated that a model that included RAN numbers and phoneme deletion in English can accurately predict reading performance. Findings also indicate that V in English is highly correlated to basic reading skills in English, and that the model of the SVR can be replicated with the population sampled in this study. Finally, case study analyses illustrate how a model similar to the SVR, which incorporates RAN and PS, as well as V, can be used for the assessment of reading and dyslexia in ELLs.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectdyslexiaen_US
dc.subjectELLsen_US
dc.subjectphonological awarenessen_US
dc.subjectRANen_US
dc.subjectreadingen_US
dc.subjectSchool Psychologyen_US
dc.subjectcognitive correlatesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorPerfect, Michelle M.en_US
dc.contributor.committeememberPerfect, Michelle M.en_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberEklund, Katieen_US
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