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Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language ProblemsImplications for Assessment and Instruction$
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Barbara Arfe, Julie Dockrell, and Virginia Berninger

Print publication date: 2014

Print ISBN-13: 9780199827282

Published to Oxford Scholarship Online: October 2014

DOI: 10.1093/acprof:oso/9780199827282.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use.date: 04 July 2022

Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities

Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities

New Directions in Constructing Individual Profiles

Chapter:
(p.158) Chapter 12 Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities
Source:
Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems
Author(s):

Robin L. Danzak

Elaine R. Silliman

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199827282.003.0012

This chapter addresses Spanish-speaking, English Language Learners (ELLs) in the United States (U.S.) who are sequential bilinguals; that is, English is acquired as a second language at school. The specific focus is the writing patterns of ELLs with atypical language development, who often present with multiple complexities in authenticating their language learning profiles. Presented first is an overview of Spanish-speaking ELLs in U.S. public schools, including the challenges of identifying those with atypical language development, followed by discussion of the few studies on the writing of ELLs with language learning disabilities. Finally, two case studies are offered to demonstrate how individual differences may be explored through a mixed methods profile analysis of student writing that examines the expression of both literate language and social identity.

Keywords:   English language learner, bilingual, writing, identity, case study, language learning disability

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