Jeannette Mancilla?Martinez|Nonie K. Lesaux
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge: A Longitudinal Study
University of Illinois at Chicago
longitudinal study modeled growth rates ages 45 11 english spanish oral language word reading skills among 173 spanishspeaking children lowincome households individual growth modeling employed using scores standardized measures word reading expressive vocabulary verbal shortterm language memory trajectories demonstrate students rates growth overall ability word reading par national norms contrast students oral language skills started national norms rates growth although surpassing national rates sufficient reach ageappropriate levels results underscore need increased sustained attention promoting populations language development