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English Learners' Performance on a Measure of Dyslexia Risk

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Title: English Learners' Performance on a Measure of Dyslexia Risk
Language: English
Authors: Rhinehart, Laura V. (ORCID 0000-0002-4192-132X), Gotlieb, Rebecca J. M.
Source: Learning Disabilities Research & Practice. Aug 2023 38(3):199-208.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Sponsoring Agency: Office of Special Education and Rehabilitative Services (OSERS) (ED)
Contract Number: H326M190005
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: English Language Learners, Dyslexia, Measures (Individuals), Screening Tests, Test Bias, Elementary School Students, Grade 1, Language Proficiency, Disability Identification
DOI: 10.1111/ldrp.12316
ISSN: 0938-8982
1540-5826
Abstract: Many schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that students who were ELs performed similarly to their peers who were proficient in English on many literacy subskills. Additionally, we found that EL students were not significantly more likely to be "flagged" as at risk for dyslexia. These findings have practical implications for using universal screeners to identify students, including students who are designated ELs, as being at risk for learning disabilities, including dyslexia.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388280
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Rhinehart%2C+Laura+V%2E%22">Rhinehart, Laura V.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4192-132X">0000-0002-4192-132X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gotlieb%2C+Rebecca+J%2E+M%2E%22">Gotlieb, Rebecca J. M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities+Research+%26+Practice%22"><i>Learning Disabilities Research & Practice</i></searchLink>. Aug 2023 38(3):199-208.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Office of Special Education and Rehabilitative Services (OSERS) (ED)
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  Data: 10.1111/ldrp.12316
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  Data: 0938-8982<br />1540-5826
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  Data: Many schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that students who were ELs performed similarly to their peers who were proficient in English on many literacy subskills. Additionally, we found that EL students were not significantly more likely to be "flagged" as at risk for dyslexia. These findings have practical implications for using universal screeners to identify students, including students who are designated ELs, as being at risk for learning disabilities, including dyslexia.
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        StartPage: 199
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        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Disability Identification
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