Use of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners

Abstract

Disproportionality in the identification of disabilities among children who are culturally and linguistically diverse is an ongoing challenge for educators. A practice that may help address issues of disproportionality is the use of universal screening and progress monitoring data for academic skills as well as English language proficiency data to better understand student growth patterns. The case study described in this manuscript illustrates how data on oral reading fluency, when examined by English language proficiency levels, may help school teams better recognize diverse students who may need additional intervention or further evaluation for possible disability. Examining data by English language proficiency level acknowledges the diversity of skills among English learners and helps counter the tendency to view English learners as a homogenous student group.

Impact Statement

This paper describes how school teams can use universal screening and English language proficiency data to better understand the reading progress of English language learners. The ideas described can be implemented by school teams using commonly available data sources, thus effectively using available resources.

Keywords:

• English language proficiency
• oral reading fluency
• English learners
• response to intervention

Associate Editor:

• Jorge E. Gonzalez

Disclosure statement

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Heath Marrs

Heath Marrs, EdD, is Professor of Psychology and Director of the School Psychology graduate program at Central Washington University, Ellensburg, WA.

Melissa De Leon

Melissa De Leon, EdS, is a school psychologist in the West Valley School District, Yakima, WA.

Timothy Lawless

Tim Lawless, PhD, is Assistant Professor of Education at Central Washington University, Ellensburg WA.