Academic Journal
Προβολή σε EDS
Συνδεδεμένο Πλήρες Κείμενο

Long-Term English Learners: Untangling Language Acquisition and Learning Disabilities

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Long-Term English Learners: Untangling Language Acquisition and Learning Disabilities
Γλώσσα: English
Συγγραφείς: Laura V. Rhinehart, Alison L. Bailey, Diane Haager
Πηγή: Contemporary School Psychology. 2024 28(2):173-185.
Διαθεσιμότητα: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Ημερομηνία έκδοσης: 2024
Τύπος εγγράφου: Journal Articles
Reports - Research
Descriptors: English Language Learners, Language Acquisition, Learning Disabilities, Language Skills, Oral Language, Reading Difficulties, English (Second Language), Language Proficiency
DOI: 10.1007/s40688-022-00420-w
ISSN: 2159-2020
2161-1505
Περίληψη: Students who have remained classified as English Learners (ELs) for more than six years are often labeled "Long-term English Learners" (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students' state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.
Abstractor: As Provided
Entry Date: 2024
Αριθμός Καταχώρησης: EJ1425685
Βάση Δεδομένων: ERIC
FullText Links:
  – Type: other
    Url: https://resolver.ebsco.com:443/public/rma-ftfapi/ejs/direct?AccessToken=4B99A48F29E26ABEB70F&Show=Object
Text:
  Availability: 0
CustomLinks:
  – Url: https://dx.doi.org/doi:10.1007/s40688-022-00420-w
    Name: EDS - Springer Nature Journals (s7799221)
    Category: fullText
    Text: View record at Springer
Header DbId: eric
DbLabel: ERIC
An: EJ1425685
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Long-Term English Learners: Untangling Language Acquisition and Learning Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Laura+V%2E+Rhinehart%22">Laura V. Rhinehart</searchLink><br /><searchLink fieldCode="AR" term="%22Alison+L%2E+Bailey%22">Alison L. Bailey</searchLink><br /><searchLink fieldCode="AR" term="%22Diane+Haager%22">Diane Haager</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2024 28(2):173-185.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40688-022-00420-w
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2159-2020<br />2161-1505
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students who have remained classified as English Learners (ELs) for more than six years are often labeled "Long-term English Learners" (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students' state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1425685
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1425685
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40688-022-00420-w
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 173
    Subjects:
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
    Titles:
      – TitleFull: Long-Term English Learners: Untangling Language Acquisition and Learning Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Laura V. Rhinehart
      – PersonEntity:
          Name:
            NameFull: Alison L. Bailey
      – PersonEntity:
          Name:
            NameFull: Diane Haager
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2159-2020
            – Type: issn-electronic
              Value: 2161-1505
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Contemporary School Psychology
              Type: main
ResultId 1