Abstract
Both screening and growth evidence converge on the difficulty of early literacy assessment for predicting growth and later outcomes for bilingual students when, on average, initial English literacy achievement/risk indicates low performance on a given skill. Practical and empirical questions remain about the assessment of bilingual students, and the research summarized here highlights a need for studies of early literacy and studies with Spanish-speakers.
The purpose for the current study was to contribute to the evidence about screening and progress monitoring early literacy performance and growth among Spanish-English bilingual kindergarteners to inform Multi-tiered Systems of Support (MTSS). Specifically, I aimed to contribute information about the testing language of students, to inform MTSS implementation in programs teaching students in English and Spanish, and whether decisions about adequate growth should differ by testing language.
Degree Date
Spring 5-14-2021
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Stephanie Al Otaiba
Subject Area
Education
Number of Pages
81
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Mellado De La Cruz, Veronica, "Bilingual Kindergarteners’ Early Literacy Measurement: Assessment Using the Alphabetic Principle in English and in Spanish" (2021). Teaching and Learning Theses and Dissertations. 5.
https://scholar.smu.edu/simmons_dtl_etds/5
