Bilingual reading assessment : identification of English language learners at risk for reading disorders



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Children who are English Language Learners (ELLs) are often falsely identified with reading disorders. Similarly, some ELLs with true reading disorders are overlooked because it is assumed that they are still acquiring the necessary reading skills in English. This review of current bilingual assessment literature focuses on the use of early screening tasks to identify potential reading disorders among ELLs. These assessment tasks cover phonological, letter naming, rapid naming, sequencing and reading skill sets. This review synthesizes current research findings to determine which tasks are the most appropriate for assessing future reading disorders among children from linguistically diverse backgrounds. Results were mixed. Further research is needed to determine the best methods for reading assessment of ELLs.