NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ880769
Record Type: Journal
Publication Date: 2010-May
Pages: 18
Abstractor: As Provided
Reference Count: 134
ISBN: N/A
ISSN: ISSN-1940-4158
Issues in the Identification and Ongoing Assessment of ESL Students with Reading Difficulties for Reading Intervention
Woolley, Gary
Australian Journal of Learning Difficulties, v15 n1 p81-98 May 2010
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia