Approaches to the assessment of literacy skills in bilingual learners, particularly learners of English as a Second Language, are discussed. Literature is reviewed and an assessment technique that attempts to identify both strengths and needs of bilingual learners is outlined. It is argued that current assessment of bilingual readers is based largely on understanding of the reading strategies of monolingual learners, and does not address variation in text processing across languages. It is further proposed that literacy assessment of bilingual readers could be made more effective if three factors received more attention: (1) language of assessment, i.e., first and/or second language; (2) cultural content of assessment materials; and (3) assessment strategies. Three assessment strategies are described: reciprocal questioning; communicative modeling and thinking-aloud; and elaborative response and inquiry. Following this discussion, a guide for assessing the literacy knowledge of bilingual learners, both individually and in the classroom situation, is presented. Specific procedures for use of the three assessment strategies, and specific evaluation criteria, are offered. In addition, a technique for recording student reading behaviors is suggested. (MSE)