Issues in the Identification and Ongoing Assessment of ESL Students with Reading Difficulties for Reading Intervention

Autor/in	Woolley, Gary
Titel	Issues in the Identification and Ongoing Assessment of ESL Students with Reading Difficulties for Reading Intervention
Quelle	In: Australian Journal of Learning Difficulties, 15 (2010) 1, S.81-98 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Reading Difficulties; Intervention; Special Education; English (Second Language); Second Language Learning; Student Mobility; Cultural Differences; Disproportionate Representation; Referral; Family School Relationship; Identification; Student Needs; Metacognition; Language Impairments; Vocabulary; At Risk Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Kultureller Unterschied; Identifikation; Identifizierung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatz; Ausland; Australien
Abstract	Reading difficulties and second language acquisition have attracted international interest among researchers and practitioners in recent years. This is because increased mobility between countries means that educators are faced with the problem of providing appropriate assessment and assistance for students with different linguistic and cultural backgrounds. There is a growing international consensus in the literature that second-language (L2) learners have generally been underdiagnosed and overrepresented in special education classes. Consequently there is a need to help teachers more adequately identify and assist L2 students who experience specific reading difficulties. This article proposes the use of a language model of reading difficulties based on the Simple View of Reading to identify students with reading difficulties. It also discusses relevant ongoing assessment issues to prevent inappropriate special education referrals. It recommends a responsive approach to intervention and suggests using multi-faceted intervention programs including the promotion of positive home-school climates to address the needs of such students. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10