Political, Social, and Educational Challenges in the Struggle to Develop Bilingual Education as a Pedagogical Model in the United States

Ijalba, Elizabeth; Velasco, Patricia

doi:10.1017/9781139976725.002

Language, Culture, and Education 2019

DOI: 10.1017/9781139976725.002

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Political, Social, and Educational Challenges in the Struggle to Develop Bilingual Education as a Pedagogical Model in the United States

Elizabeth Ijalba¹,

Patricia Velasco²

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2020

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Cited by 1 publication

References 260 publications

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Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students

Ijalba

Bustos

Romero

2020

Am J Speech Lang Pathol

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Introduction The purpose of this study is to present three case studies of developmental dyslexia in dual-language learners (DLLs) and our assessment process. We identify how phonological and orthographic deficits influence reading outcomes. We review the literature on theoretical models of bilingualism and reading models of developmental dyslexia to guide the assessment process through a multicomponential approach. We point out differences in the manifestation of dyslexia in more and less transparent writing systems. We suggest that reading instruction in Spanish can afford benefits to English–Spanish DLLs with developmental dyslexia. Method The study included three participants, two in fifth grade (10.3–11.7 years) and one in college (18.7 years). The assessment battery included reading nonwords and sight words (Test of Word Reading Efficiency); reading accuracy, fluency, and comprehension (Gray Oral Reading Tests–Fourth Edition); phonological awareness subtests (Comprehensive Test of Phonological Processing); and rapid automatized naming tests. A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.

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Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students

Ijalba

Bustos

Romero

2020

Am J Speech Lang Pathol

View full text Add to dashboard Cite

show abstract

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Political, Social, and Educational Challenges in the Struggle to Develop Bilingual Education as a Pedagogical Model in the United States

Cited by 1 publication

References 260 publications

Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students

Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students

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