Study on Bilingual Assessment for Spanish-Speaking Students

This research article presents a study that examines the outcomes for Spanish-speaking multilingual learners (MLs) when assessed in both English and Spanish. The study highlights the necessity for reliable and valid universal screening assessments for literacy in languages other than English, particularly given the increasing number of multilingual/English learners in U.S. public schools. The findings indicate that more Spanish-speaking MLs were identified as at risk for reading difficulties when assessed solely in English compared to when assessed in Spanish. The data suggests significant differences in identification rates across grade levels, with the largest discrepancies observed in kindergarten. The article emphasizes the importance of bilingual assessments to accurately capture the literacy skills of Spanish-speaking students and to inform instructional practices. It advocates for a dual-language approach to assessment, which can provide educators with a comprehensive understanding of students' literacy skills and support effective instructional strategies.