Mediating Literacy Skills in Spanish-Speaking Children With Special Needs

Author:

Gutierrez-Clellen Vera F.1

Affiliation:

1. Department of Communicative Disorders, College of Health … Human Services, San Diego State University, San Diego, CA 92182-1518

Abstract

The purpose of this article is to: (a) describe sources of variability in reading and spelling performance of children learning English as a second language, with a specific emphasis on Spanish-speaking children; (b) encourage teachers and clinicians to consider these differences when developing intervention plans; and (c) suggest specific intervention procedures that might facilitate development of reading and spelling skills of Spanish-speaking children with language difficulties and limited English proficiency. An integrated approach to intervention is highlighted that addresses reading and spelling as reciprocal processes. Implementation of this approach is presented using various contexts for learning and strategies specific to developing second-language reading and writing skills.

Publisher

American Speech Language Hearing Association

Subject

Speech and Hearing,Linguistics and Language,Language and Linguistics

Reference36 articles.

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