Abstract
The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish–English speaking dual language learners (DLLs) and to examine the relationship between children’s performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish–English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish–English speaking DLLs.
Highlights
Assessment practices for young Spanish–English speaking dual language learners (DLLs) is increasingly a priority area for educational personnel and researchers, due to the growing population of children in the United States who speak a language other than English
This preliminary study examined the feasibility of a rapid automatic naming (RAN) task for young Spanish–English speaking DLLs and the relationship between RAN and participants’ performance in standardized language assessment measures
Findings indicated that a RAN task was feasible for the majority of young DLLs, for those in the first grade; it should be noted that a sizeable group of children of each age were not able to complete the RAN task
Summary
Assessment practices for young Spanish–English speaking dual language learners (DLLs) is increasingly a priority area for educational personnel and researchers, due to the growing population of children in the United States who speak a language other than English. In addition to growing numbers of DLLs, there is a well-recognized need for increased progress monitoring of language and literacy development. English proficient speakers scored higher in reading than children learning English as a second language [2]. Children learning English as a second language show an achievement gap compared to English-proficient students [2]. Increased attention to the literacy needs of DLLs is warranted, in the area of English language and literacy assessment
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
