Second language learners who are at-risk for reading disabilities: A growth mixture model study

Area of Science:

• Child Development
• Second Language Acquisition
• Educational Psychology

Background:

• Early identification of reading disabilities is crucial for intervention.
• Understanding developmental trajectories in second language (L2) reading is essential for at-risk learners.
• Chinese children learning English as a second language (ESL) present unique challenges in L2 reading acquisition.

Purpose of the Study:

• To examine the developmental trajectories of English reading in Chinese ESL children.
• To identify cognitive profiles associated with L2 reading disability risk.
• To inform early identification strategies for reading difficulties in young L2 learners.

Main Methods:

• A one-year longitudinal study involving 184 Chinese ESL children.
• Four assessments of phonological awareness, letter knowledge, vocabulary, and English word reading.
• Growth mixture modeling to identify distinct reading growth trajectories.

Main Results:

• Four reading growth subgroups were identified: high-achieving, fast-growth, slow-growth, and low-achieving.
• Low-achieving groups, at risk for L2 reading disability, showed deficits in letter knowledge, phonemic awareness, and vocabulary.
• Slow-growth groups exhibited weaker phonemic awareness and vocabulary compared to high-achievers.

Conclusions:

• Specific cognitive-linguistic deficits predict L2 reading disability risk in young learners.
• Early assessment of phonological awareness and vocabulary can aid in identifying children needing reading support.
• Findings support targeted interventions for at-risk ESL children to prevent reading disabilities.