Toward Nonbiased Diagnostic Assessment Based on Shared Reading Features Across First and Second Language Learners

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-12 - Language Across Domains: Literacy and Oracy Experiences for Emergent Bilinguals in the Curriculum

Abstract

The purpose of this review is to identify prognostic variables for reading achievement of English Learners (ELs) by reviewing a select body of research. Data converge to suggest that the same principles that underlie early literacy acquisition for NSEs are appropriate for ELs. We thus suggest that teachers employ native language (L1) assessments when ELs' oral English is weak since a strong correlation exists between L1 and second language assessment in identifying reading difficulties. Future research and directions for professional development are discussed.

Authors

• Yujeong Park, University of Tennessee

• Clara Lee Brown, The University of Tennessee - Knoxville

• Jaekook Park, Pusan National University

• Hyejung Koh, Uiduk University