Addressing the Need for Spanish Literacy Assessments Within the Context of Bilingual MTSS: Investigating the Technical Adequacy of ISIP Español for Grades 3–5

Abstract

Building on theories of cross linguistic transfer, reading proficiency of Spanish-speaking Emerging Bilinguals may be enhanced by providing tiered instruction through multitiered systems of support. To realize the benefits of this systems-level framework, technically adequate universal screening assessments to support teachers’ decision making are needed to provide educators with information about students’ English and Spanish literacy skills. The purpose of this study is to investigate the technical adequacy of the ISIP Español universal screening assessment with Spanish and English outcome measures for Grades 3–5. Results suggested moderate concurrent and predictive validity evidence for the criterion assessments in both languages while classification accuracy results indicate comparable predictive utility of the Spanish screener for English and Spanish versions of the state achievement test but better predictive utility for a standardized achievement test of Spanish reading. Practical implications and directions for future research are discussed.

Impact Statement

Monitoring the literacy development of Spanish-speaking Emerging Bilinguals (EBs) in the context of bilingual programs should include assessments of Spanish literacy. However, there are few universal screening assessments of Spanish literacy for use within the context of Multitiered Systems of Support. This study aims to address this gap by exploring the validity and classification accuracy of the ISIP Español universal screening assessment of Spanish literacy for English and Spanish outcome measures.

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2372966X.2021.1986357.

Keywords:

• English learners
• universal screening
• Spanish reading
• validity

Associate Editor:

• Jorge E. Gonzalez

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Funding

This project was funded by Imagination Station, Inc.

Notes on contributors

Deni L. Basaraba

Deni L. Basaraba, was a Data Analyst for the Bethel School District #52 in Eugene, OR when this study was conducted.

Leanne R. Ketterlin-Geller

Leanne R. Ketterlin-Gelleris is a Professor, Texas Endowed Chair and Director of the Research in Mathematics Education unit at Southern Methodist University.

Anthony Sparks

Anthony Sparks, was a research coordinator for the Research in Mathematics Education unit at Southern Methodist University.