Journal article
Issues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention
Australian Journal of Learning Difficulties, Vol.15(1), pp.81-98
2010
Abstract
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.
Details
- Title
- Issues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention
- Authors
- Gary Woolley (Author) - Griffith University
- Publication details
- Australian Journal of Learning Difficulties, Vol.15(1), pp.81-98
- Publisher
- Routledge
- Date published
- 2010
- DOI
- 10.1080/19404150903524564
- ISSN
- 1940-4158
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449079602621
- Output Type
- Journal article
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504 Record Views
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- Web Of Science research areas
- Education, Special
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