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  • Issues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention

    Author(s)
    Woolley, Gary
    Griffith University Author(s)
    Woolley, Gary E.
    Year published
    2010
    Metadata
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    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 ...
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    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.
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    Journal Title
    Australian Journal of Learning Difficulties
    Volume
    15
    Issue
    1
    DOI
    https://doi.org/10.1080/19404150903524564
    Subject
    Specialist Studies in Education
    Cognitive Sciences
    Linguistics
    Publication URI
    http://hdl.handle.net/10072/32188
    Collection
    • Journal articles

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