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

Education

Advisor

Stephanie Al Otaiba

Subject Area

Education

Number of Pages

81

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Available for download on Saturday, May 07, 2022

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