Assessment Selection for Multilingual Learners' Reading Development

Autor/inn/en	Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun
Titel	Assessment Selection for Multilingual Learners' Reading Development
Quelle	In: Reading Teacher, 75 (2021) 3, S.351-362 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mancilla-Martinez, Jeannette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2053
Schlagwörter	Elementary School Students; Bilingual Students; Multilingualism; Limited English Speaking; Spanish; Reading Tests; English Language Learners; Reading Comprehension; Vocabulary Development; Scores; Reading Achievement + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Spanisch; Lesetest; Leseverstehen; Wortschatzarbeit; Leseleistung
Abstract	This study examined multilingual learners' achievement and growth in their language and literacy skills. Fifty-two multilingual students in Grades 2 and 4 with varying levels of English proficiency from Spanish-speaking homes in the American South participated in this study. They were assessed on English reading comprehension (RC), English word reading, and English-only, Spanish-only, and Spanish-English conceptually-scored vocabulary knowledge across a school year. Descriptive and a series of ANOVA analyses revealed that English learners' scores on all the measures were lower than those of their English-proficient multilingual learner peers. Further, students evidenced low-average English RC and English word reading, especially non-word decoding. Most importantly, multilingual students' performance on Spanish-English conceptually-scored vocabulary assessments revealed a positive pattern of achievement and growth, sharply contrasting with results based on typically-used English-only or Spanish-only monolingual vocabulary assessments. Practical assessment and instructional implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01