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

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dc.contributor.advisorPeña, Elizabeth D.en
dc.creatorFinelli-Thomsen, Allegra Joyen
dc.date.accessioned2012-08-07T14:34:08Zen
dc.date.accessioned2017-05-11T22:26:39Z
dc.date.available2012-08-07T14:34:08Zen
dc.date.available2017-05-11T22:26:39Z
dc.date.issued2012-05en
dc.descriptiontexten
dc.description.abstractChildren 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.en
dc.description.departmentCommunication Sciences and Disordersen
dc.format.mediumelectronicen
dc.identifier.urihttp://hdl.handle.net/2152/17307en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectIdentification of English language learners at risk for reading disordersen
dc.subjectBilingualismen
dc.subjectLiteracyen
dc.subjectReading disorderen
dc.subjectEnglish Language Learneren
dc.subjectAssessmenten
dc.titleBilingual reading assessment : identification of English language learners at risk for reading disordersen

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