It is well documented that pre-adolescent and adolescent English learners (ELs) are at-risk for reading difficulties (Escamilla, Chavez, & Vigil, 2005; Lopez, 2009; Hemphill, Vanneman & Rahman, 2011; Snow, Burns & Griffin, 1998; Waxman, Padrón, Shin, & Rivera, 2008). Kohler and Lazarín (2007) stated, nationally only 29% of EL 8th grade students scored at or above the basic reading achievement levels. In comparison, nationally the non-EL 8th grade students scored at 75% at or above the basic reading achievement levels. In addition, the achievement gap among English learning (EL) students has existed and continues to exist. Unfortunately, this gap widens each year (Alexander, Entwisle, & Olson, 2007). EL students are capable of closing the academic achievement gap during the school year with concerted school efforts (e.g., involving speech-language pathologists, ESOL/ESL teachers, special education teachers, and/or general education classroom teachers, and school principals), but ultimately regress and fall behind (Ortiz, 2007). Assessment and intervention of reading and literacy for bilingual students is often a challenge for speech-language pathologists. This presentation will help clarify some of the ambiguities of assessment and intervention regarding bilingual literacy for pre-adolescent and adolescent students. Specifically, this presentation will: (a) identify typical and atypical language and learning characteristics of bilingual students; (b) identify major components of reading and literacy; (c) identify major components of English reading and literacy and Spanish reading and literacy; and, (d) identify evidence based strategies to promote speech, language, and literacy development with bilingual students with and without disabilities.
New Jersey Speech Language Hearing Association (NJSHA)
Brice, Alejandro E., "Language and literacy of pre-adolescent/adolescent bilingual students: Current Research" (2013). Faculty Publications. 386.
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