For young Spanish–English dual language learners (SE-DLLs), early literacy skills, including phonological awareness and alphabet knowledge in Spanish as well as English, are crucial to their reading success. However, there is a lack of research about how SE-DLLs develop early literacy skills, and how their rates of performance can inform evidence-based intervention. This article examined to what degree SE-DLLs with disabilities or at risk for later reading difficulties on early literacy skills demonstrated growth on English and Spanish measures of early literacy when compared with their typically developing peers. Hierarchical linear modeling was used to analyze growth for 325 SE-DLLs on four Individual Growth and Development Indicators that assessed phonological awareness and alphabet knowledge in English and Spanish. Results indicated that at-risk and typically developing children showed significant slopes for all measures and that at-risk children grew faster than typically developing children on Spanish alphabet knowledge measures.

中文翻译：

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儿童早期有残疾和有残疾风险的西班牙语儿童的早期识字技能发展

对于年轻的西英双语学习者 (SE-DLL) 而言，早期识字技能，包括西班牙语和英语的语音意识和字母知识，对于他们的阅读成功至关重要。然而，缺乏关于 SE-DLL 如何发展早期识字技能以及他们的表现率如何为循证干预提供信息的研究。本文研究了与他们典型的发展中的同龄人相比，SE-DLL 有残疾或在早期识字技能方面有后期阅读困难的风险在多大程度上表现出早期识字的英语和西班牙语措施的增长。使用分层线性模型来分析 325 个 SE-DLL 在四个评估英语和西班牙语语音意识和字母知识的个人成长和发展指标上的增长。