Stability of Learning Disabilities, Cognitive Growth, and L1 in English Learners: A Latent Class and Transition Analysis

Autor/inn/en	Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania D.
Titel	Stability of Learning Disabilities, Cognitive Growth, and L1 in English Learners: A Latent Class and Transition Analysis
Quelle	In: Journal of Educational Psychology, 115 (2023) 3, S.379-404 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swanson, H. Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000771
Schlagwörter	Learning Disabilities; Students with Disabilities; English (Second Language); Spanish Speaking; Elementary School Students; Grade 1; Grade 2; Grade 3; Vocabulary; Reading Achievement; Mathematics Achievement; Short Term Memory; Naming; Inhibition; At Risk Students; Language Acquisition; English Language Learners; Verbal Ability; Language Proficiency; Second Language Learning; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey; Raven Progressive Matrices; Conners Teacher Rating Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Wortschatz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Hemmung; Sprachaneignung; Spracherwerb; Mündliche Leistung; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb
Abstract	This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish (L1) and English (L2). These same measures were administered 1 and 2 years later (Wave 2 and 3). Two stable latent classes of children at risk for learning disabilities (children with comorbid difficulties and children with high order difficulties) emerged that were distinct from two latent classes (balanced bilinguals, unbalanced bilinguals) of average achievers who varied in second language acquisition. Further, significant growth parameters that uniquely predicted the log-odds identifying latent classes across all status groups were measures of working memory. Finally, the significant contributions of L2 cognitive measures to latent class status were dependent on L1 cognitive performance. The results suggest that statistically distinct and stable latent classes of children with learning disabilities emerge under the umbrella of English language learners and that growth in the executive processes of working memory and first language cognitive performance play an important role in predictions of latent class status. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01