How English Learners Are Screened for Risk of Reading Difficulty: Use of English- and Spanish-Language Screeners in the 2023/24 School Year
Saved in:
| Title: | How English Learners Are Screened for Risk of Reading Difficulty: Use of English- and Spanish-Language Screeners in the 2023/24 School Year |
|---|---|
| Language: | English |
| Authors: | Aaron Soo Ping Chow, Molly Faulkner-Bond, Mariann Lemke, Brandon LeBeau, Sarah Quesen, WestEd |
| Source: | WestEd. 2025. |
| Availability: | WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | English Learners, Reading Difficulties, Screening Tests, Emergent Literacy, Spanish, English (Second Language), Test Use, Kindergarten, Grade 1, Grade 2, Grade 3, Elementary School Students, Young Children |
| Geographic Terms: | Massachusetts |
| Abstract: | This brief analyzes how English Learners in Massachusetts were screened for reading difficulties during the 2023/24 school year, focusing on the use of English- and Spanish-language early literacy screeners. The report highlights clusters of screening patterns, noting demographic and instructional differences among them, such as native language, years in U.S. schools, and ACCESS English proficiency scores. It emphasizes the need for policy guidance to encourage multilingual screening where appropriate, especially in early grades and in alignment with state regulations requiring approved assessments at least twice yearly. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED677598 |
| Database: | ERIC |
| Abstract: | This brief analyzes how English Learners in Massachusetts were screened for reading difficulties during the 2023/24 school year, focusing on the use of English- and Spanish-language early literacy screeners. The report highlights clusters of screening patterns, noting demographic and instructional differences among them, such as native language, years in U.S. schools, and ACCESS English proficiency scores. It emphasizes the need for policy guidance to encourage multilingual screening where appropriate, especially in early grades and in alignment with state regulations requiring approved assessments at least twice yearly. |
|---|
