Exploring Emergent Literacy Profiles of Multi-Language Learners: Profiles from a Computer-Adaptive Universal Screener

Abstract

Understanding the strengths and weaknesses of early readers is vital for their future reading success and proper placement, especially for students with specific learning disabilities. This need is particularly significant in U.S. public schools, where Multi-Language Learners (MLL) must acquire the foundational language skills required for English-Proficient Speakers (EPS). The Response to Intervention (RTI) framework, a tiered instructional model, is crucial in identifying and supporting struggling readers. RTI focuses on recognizing emergent literacy risk profiles related to oral and written language development, which can indicate a student's likelihood of experiencing reading difficulties in the future. However, limited research has explored these potential emergent literacy risk profiles among MLLs. To address this gap, this study analyzed computer-adaptive universal screening data for emergent literacy skills collected from 7,241 first-grade students in 118 elementary public schools. Among these students, 771 were designated as Spanish-speaking MLLs. The classifier variables, which include letter knowledge, vocabulary, phonological awareness, alphabetic decoding, and spelling, were used to create profiles using Latent Profile Analysis for EPS and MLLs. In addition, profile membership was used as the predictor for future reading comprehension. The outcome of the LPA showed heterogeneity within the language groups. Moreover, profile membership was a good predictor of later reading comprehension for both language groups.