Cognitive Correlates of Basic Reading Skills in Spanish-Speaking English Language Learners: Implications for Dyslexia Assessment

Abstract

While significant research has been done on the assessment of reading and dyslexia with native English speakers, little has been done with English language learners (ELLs). This lack of research creates challenges for practitioners who are working with ELLs in schools. These professionals must make decisions about placements, interventions, and accommodations without having a clear indication of whether ELLs struggle with reading because of lack of English language exposure or a neurological condition, such as dyslexia. The present study explored several known correlates of reading in native English speakers, including Phonological Awareness, Rapid Automatized Naming (RAN), and Processing Speed as predictors of basic reading skills in Spanish-speaking ELLs. The findings suggested that most tasks of Phonological Awareness and RAN were highly correlated to basic reading skills in Spanish-speaking ELLs and that these measures should be part of a dyslexia assessment with this population. When Phonological Awareness and RAN tasks as well as other demographic factors were controlled for, performance on Processing Speed tasks was inconsistently correlated to basic reading skills and was not a significant predictor of reading.