Language, Speech, and Hearing Services in Schools Vol.30 285-292 July 1999.
© American Speech-Language-Hearing Association
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Mediating Literacy Skills in Spanish-Speaking Children With Special Needs

Vera F. Gutierrez-Clellen 1
1 San Diego State University, CA

vclellen{at}mail.sdsu.edu

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.

KEY WORDS: bilingual, spelling, reading, intervention

Submitted on February 21, 1999
Accepted on April 5, 1999


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