Abstract of

Assessing English-Language Learners in Mainstream Classrooms

Susan Davis Lenski

Fabiola Ehlers-Zavala

Mayra C. Daniel

Xiaoqin Sun-Irminger

Increasingly, mainstream U.S. classrooms include children who are English-language learners (ELLs). As a result, teachers need to become more aware of ways to assess the literacy progress of their ELL students.

The first type of assessment that teachers need to make is to determine ELLs literacy backgrounds. Teachers can use predictability logs to make these assessments. Next, teachers can use nontraditional assessments to determine ELLs' literacy strengths and needs. At times, however, teachers need to use traditional assessments to evaluate ELLs. When doing so, they should consider making modifications so that the assessment accurately reflects the ELLs' literacy knowledge. Knowledge of ways to assess ELLs' literacy development accurately can help classroom teachers determine instructional lessons and interventions so that all students make real progress toward literacy.

Abstract from Lenski, S., Ehlers-Zavala, F., Daniel, M.C., & Sun-Irminger, X. (2006, September). Assessing English-Language Learners in Mainstream Classrooms. The Reading Teacher, 60(1), 24–34. doi: 10.1598/RT.60.1.3