Factors in Reading
Assessment
In assessing the reading fluency of dual/multilingual students,
the following major reading factors need to be considered
during 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 for literate students
in Spanish or Portuguese
- Level of schooling and stage of reading achievement in
L1
- Linguistic history
- Approaches used for literacy in L1 or L2
- Level of English proficiency
- TEXT level and language
Approaches to Dual Language
Literacy
Literacy development will be different depending on each
child’s unique language history (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
|
