CoChat
Sign Up
Cited by 224Reading and Literacy DevelopmentMultilingual Education and PolicyBehavioral and Psychological Studies

The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.

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
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1177/0022219408326221

Cites

37 of 37 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 37 references

Research works printed but not linked: 14

  1. Artiles, A.J., Rueda, R., Salazar, J. & Higareda, I. (2002). English-language learner representation in special education in California urban school districts. In D. Losen & G. Orfield (Eds.), Racial inequality in special education (pp. 117-136). Cambridge, MA: Harvard Education Press.
  2. August, D., Paper presented at the First Annual Summit on English Language Acquisition
  3. Durgunoglu, A.Y., 1993, Journal of Educational Psychology, 91, 20
  4. Figueroa, R. (2002). Toward a new model of assessment. In A. O. Artiles (Ed.), English language learners with special education needs: Identification assessment and instruction (pp. 51-63). McHenry, IL: Center for Applied Linguistics and Delta Systems.
  5. Hausken, G., Paper presented at the annual meeting of the American Educational Research Association
  6. Johnson, C., 2003, Disproportionate representation of minority children in special education
  7. Lesaux, N.K. (2006). Development of literacy of language minority learners . In D. L. August & T. Shanahan (Eds.), Developing literacy in a second language: Report of the national literacy panel (pp. 75-122). Mahwah, NJ: Lawrence Erlbaum.
  8. Milk, R., 1992, Re-thinking the education of teachers of language minority children: Developing reflective teachers for changing schools
  9. National Center for Education Statistics., 2005, National Assessment of Educational Progress (NAEP), 2005 reading assessment
  10. National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs., 2006, The growing numbers of limited English proficient students 1994/95-2004/05
  11. Park, J., Paper presented at the Early Childhood Longitudinal Study, Kindergarten Cohort Data Users' Training
  12. Ready, D., 2006, An investigation of language-minority children: Demographic characteristics, initial performance, and growth in achievement (Report No. 686)
  13. U.S. Department of Education., 2003, 25th annual report to Congress on the implementation of the Individuals with Disabilities Education Act
  14. West, J., 2000, America's kindergartners

Cited by

Sorted by citations

Items 101–200 of 222

Related

See all

Metadata

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review