Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments.

ABSTRACT: Existing language and literacy assessments have been widely validated and applied among monolingual students to identify those at risk for difficulties in reading, yet for emergent bilingual students (EBs), the effectiveness of current assessments to identify potential reading difficulties remains unknown. The present systematic review aimed to examine the criterion validity of assessments conducted among EBs to predict reading achievement in their second language (L2), in addition to the status quo of research methods (i.e., participant and assessment characteristics). A literature search yielded 23 studies that targeted preschool to fifth-grade EBs. Results suggest that decoding, reading fluency, and phonological awareness assessments presented close to satisfactory evidence of criterion

SUBMITTER: Lai J 

PROVIDER: S-EPMC12696192 | biostudies-literature | 2025 Apr

REPOSITORIES: biostudies-literature