Factors in Reading
Assessment
In the assessment of reading of dual/multilingual students,
the following major reading factors need to be considered
in the evaluation process:
- Evaluator’s knowledge of the stages of reading related
to reading development in a dual language context.
- Evaluator’s knowledge of primary
language characteristics and how they may influence
English reading and writing for literate students in Portuguese
or Spanish.
- Linguistic History including years of schooling, stage
of reading achievement in L1, languages of instruction.
- Approaches used for literacy in L1 or L2 with achievement
descriptors in one or both languages and program model(s)
experienced.
- Level of English proficiency described by stages of English
acquisition
- TEXT level and language.
Approaches to Dual Language
Literacy
Literacy development will be different depending on each
child’s unique language history (whether they have learned to
read and write in one language only, two languages simultaneously,
etc.). What follows is a description of the various ways that
a student might be approaching literacy:
| Approach |
Description |
| 1. From L1 to L2 |
Literacy development
achieved in the native/primary language |
| 2. L1 + L2 |
Literacy is developed
simultaneously in both languages |
| 3. L2 w/ explanations
in L1 |
Literacy is developed
in second language with clarifications and assistance
given in the native language |
| 4. L2 only |
Literacy is achieved
only in the second language |
L1 – Primary/Native Language
L2 – Second language
|
