Early Identification of Reading Disabilities in Spanish-Speaking English Learners

Scientific advancement is impossible without consistency in definitions and classifications (Blashfield, 1993). Progress in research on students with intellectual and developmental disabilities accelerated in the 70’s and 80’s following an evolving consensus around theoretical frameworks that could be operationalized and the abandonment of frameworks that could not. Early identification and prevention of reading problems in native English speakers have been made possible through the use of consistent operational definitions across research laboratories and in a wide variety of intervention studies. Although much has also been written about non-native English speaking students (EL) with disabilities and the challenge of identification, not much data has been brought to the conversation. This presentation will report on preliminary findings from a recently funded NCSER project to develop a sound theoretical and empirically supported framework for identifying and classifying disabilities in ELs, who, as a group, are at risk for impaired reading and language development for reasons other than the existence of disabilities. Valid and reliable identification and classification is fundamental to determining how best to intervene instructionally for ELs with disabilities. Yet, validation research on different operational definitions has not been systematically undertaken with EL students. Developing and validating a coherent theoretical framework for early identification in EL students presents many unique challenges, not the least of which is the problem posed by instructional contexts that affect the development of ELs, but have no role in the identification or classification of students who are not ELs. The presentation focuses on factors affecting early identification, such as the language of assessment, and the moderating effects of language of instruction. Building on well-established theory behind learning to read in any alphabetic language, we examine the validity of IQ-Achievement discrepancy and low-achievement based definitions and factors that moderate the validity of these approaches to identification of reading disabilities in EL students. We draw on data from two previously completed longitudinal projects (NICHD and IES funded) carried out in 40 schools across four geographic locations and involving over 2,500 Spanish-speaking EL students who were assessed in English and in Spanish in the fall and spring from the beginning of kindergarten through the end of grade 2. The presentation will focus on both concurrent and predictive validity in establishing a framework for early identification of ELs at-risk for poor reading outcomes. The impact on early identification of the evolving context of education for EL students is also discussed.