A Growth Curve Analysis of Literacy Performance Among Second-Grade, Spanish-Speaking, English-Language Learners

Abstract.

The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were compared across one academic school year. Growth curve analyses revealed that initial literacy skill status varied significantly by level of English language proficiency, with Advanced EL students beginning the second grade with the ability to read more words than students with lower levels of English proficiency. In addition, students with Advanced English proficiency levels had steeper oral reading fluency slopes across the academic year, more similar to native English speakers. These findings also suggest that it may be important to assess the phonemic awareness skills of second-grade ELs with Beginning levels of English language proficiency.

Additional information

Notes on contributors

Gabriel Gutiérrez

Gabriel Gutierrez, PhD, is a school psychologist in the San Diego Unified School District and an adjunct professor in the Behavioral Sciences Department at Palomar College and the Graduate School of Education at Alliant International University. His primary research interests include strengthening progress monitoring processes, academic intervention delivery, and response to intervention eligibility decisions applied to culturally and linguistically diverse students. As a practitioner, he focuses his energy on providing sound school psychological services to help meet the diverse needs of students, as well as to provide consultation and professional development support related to response to intervention processes to school psychologists in the district.

Mike L. Vanderwood

Mike Vanderwood, PhD, is currently an associate professor and school psychology program coordinator at the University of California—Riverside. His research focuses on evaluating and improving the quality of assessment, intervention, and consultation tools used in a multitiered (e.g., response to intervention) approach to service delivery for culturally and linguistically diverse students.