Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services

Samson, Jennifer F.; Lesaux, Nonie K.

doi:10.1177/0022219408326221

Cited by 224Reading and Literacy DevelopmentMultilingual Education and PolicyBehavioral and Psychological Studies

Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services

Samson, Jennifer F., Lesaux, Nonie K.·2009·Journal of Learning Disabilities

DOI 10.1177/0022219408326221

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Abstract

Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive of subsequent placement in special education. The implications for developing a model of early identification, the response-to-intervention model in particular, for LM learners at risk for academic difficulties are discussed.

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Language minority students are identified later and at higher rates than native English speakers, with underrepresentation in kindergarten and first grade and overrepresentation by third grade.
“Samson and Lesaux (2009) used the nationally representative dataset ECLS-K to determine that language minority students are identified later and in higher proportions than their native-English-speaking peers, being underrepresented in special education in kindergarten and first grade, but overrepresented by the 3rd grade.”
From Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (2011) · cites this paper as Samson and Lesaux 2009

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Authors: Samson, J. F., & Lesaux, N. K.
Affiliations: Harvard University (US)
ORCID: Lesaux, Nonie K.
Venue: Journal of Learning Disabilities
Publisher: SAGE Publications
Published: 2008-12-10
Volume: 42
Issue: 2
Pages: 148-162
ISSN: 0022-2194 (ISSN-L)
1538-4780
DOI: 10.1177/0022219408326221
OpenAlex: W2164207710
Cited by: 224
References: 37
Citations by year: 2026: 18 · 2025: 14 · 2024: 12 · 2023: 13 · 2022: 21 · 2021: 12 · 2020: 19 · 2019: 16 · 2018: 19 · 2017: 18 · 2016: 8 · 2015: 14 · 2014: 8 · 2013: 8 · 2012: 14
FWCI: 5.24
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Journal of Learning Disabilities (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Linguistics and Language › Multilingual Education and Policy
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: special education placement, disproportionality, early identification of disabilities, Response to Intervention, reading proficiency, academic difficulties, early childhood education, bilingual education
MeSH terms: Child, Preschool, Cross-Sectional Studies, Dyslexia, Education, Special, Female, Humans, Infant, Language Development Disorders, Learning Disabilities, Longitudinal Studies, Male, Mass Screening, Minority Groups, United States, Cohort Studies, Early Intervention, Educational, Multilingualism, Early Diagnosis

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Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services

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