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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners
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In: New Dir Child Adolesc Dev (2019)
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IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
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In: New Dir Child Adolesc Dev (2019)
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Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
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In: New Dir Child Adolesc Dev (2019)
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Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)
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Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control
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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
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Psychometric Properties of Maze Tasks in Middle School Students
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The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
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Cognitive Correlates of Inadequate Response to Reading Intervention
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A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
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A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant
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Assessing Reading Comprehension in Bilinguals
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Abstract:
A new measure of reading comprehension, the Diagnostic Assessment of Reading Comprehension (DARC), designed to reflect central comprehension processes while minimizing decoding and language demands, was pilot tested. We conducted three pilot studies to assess the DARC’s feasibility, reliability, comparability across Spanish and English, developmental sensitivity, and relation to standardized measures. The first study, carried out with 16 second‐through sixth‐grade English language learners, showed that the DARC items were at the appropriate reading level. The second pilot study, with 28 native Spanish‐speaking fourth graders who had scored poorly on the Woodcock‐Johnson Language Proficiency Reading Passages subtest, revealed a range of scores on the DARC, that yes‐no answers were valid indicators of respondents’ thinking, and that the Spanish and English versions of the DARC were comparable. The third study, carried out with 521 Spanish‐speaking students in kindergarten through grade 3, confirmed that different comprehension processes assessed by the DARC (text memory, text inferencing, background knowledge, and knowledge integration) could be measured independently, and that DARC scores were less strongly related to word reading than Woodcock‐Johnson comprehension scores. By minimizing the need for high levels of English oral proficiency or decoding ability, the DARC has the potential to reflect the central comprehension processes of second‐language readers of English more effectively than other measures. ; Version of Record
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URL: https://doi.org/10.1086/510656 http://nrs.harvard.edu/urn-3:HUL.InstRepos:34785390
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