Measures and References: Primary Language

Return to Primary Language factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Woodcock-Muñoz Language Survey (Schrank et al., 2010): Tests reading, writing, listening, and language comprehension skills in both English and Spanish

References

Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.

Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67-73.

Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177-191.

Bishop, D. (1989). TROG: Test of Reception of Grammar. Abingdon, UK: Thomas Leach Ltd.

Chen, X., Ramirez, G., Luo, Y. C., Geva, E., & Ku, Y. M. (2012). Comparing vocabulary development in Spanish-and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors. Reading and Writing, 25(8), 1991-2020.

Christoffels, I. K., Haan, A. M. De, & Colzato, L. S. (2015). Two is better than one: Bilingual education promotes the flexible mind. Psychological Research, 79, 371-379.

Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). Delis-Kaplan Executive Function System. San Antonio, TX: Psychological Corporation.

Franquiz, M. E., & Salinas, C. S. (2011). Newcomers developing English literacy through historical thinking and digitized primary sources. Journal of Second Language Writing, 20(3), 196-210.

Harklau, L. I. N. D. A., & Pinnow, R. A. C. H. E. L. (2009). Adolescent second-language writing. Handbook of Adolescent Literacy Research, 126-139.

Haskins, R., Greenberg, M., & Fremstad, S. (2004). Federal policy for immigrant children: Room for common ground? (Policy Brief). The Future of Children, 14(2), 2-6.

Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233-246.

Kibler, A. (2011). "I write it in a way that people can read it": How teachers and adolescent L2 writers describe content area writing. Journal of Second Language Writing, 20(3), 211-226.

Kirby, J. R. (1995). Book Review: Woodcock Language Proficiency Battery-Revised (WLPB-R). Journal of Psychoeducational Assessment, 13(4), 428-433.

Kormi-Nouri, R., Shojaei, R. S., Moniri, S., Gholami, A. R., Moradi, A. R., Akbari-Zardkhaneh, S., & Nilsson, L. G. (2008). The effect of childhood bilingualism on episodic and semantic memory tasks. Scandinavian Journal of Psychology, 49(2), 93-109.

Krizman, J., Skoe, E., & Kraus, N. (2016). Bilingual enhancements have no socioeconomic boundaries. Developmental Science, 19(6), 881-891.

McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D'Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 20(1), 1-5.

McQuillan, J. (2006). The effects of print access and print exposure on English vocabulary acquisition of language minority students. The Reading Matrix, 6(1).

Meristo, M., Falkman, K. W., Hjelmquist, E., Tedoldi, M., Surian, L., & Siegal, M. (2007). Language access and theory of mind reasoning: evidence from deaf children in bilingual and oralist environments. Developmental Psychology, 43(5), 1156.

Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany. Journal of Research in Reading, 41(1), 176-196.

Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.

Neale, M.D. (1997). Neale Analysis of Reading Ability (Second Revised British Edition). Windsor: NFER-Nelson.

Oh, J. S., & Fuligni, A. J. (2010). The role of heritage language development in the ethnic identity and family relationships of adolescents from immigrant backgrounds. Social Development, 19(1), 202-220.

Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 327-355.

Prior, A., Goldina, A., Shany, M., Geva, E., & Katzir, T. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing: An Interdisciplinary Journal, 27(8), 1467-1484.

Reynolds, D. W. (2005). Linguistic correlates of second language literacy development: Evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19-45.

Schrank, F. A., Wendling, B. J., & Alvarado, C. G. (2010). Woodcock-Muñoz Language Survey-Revised Normative Update. Rolling Meadows, IL: Riverside.

Taboada, A., Townsend, D., & Boynton, M. J. (2013). Mediating effects of reading engagement on the reading comprehension of early adolescent English language learners. Reading & Writing Quarterly, 29(4), 309-332.

van Steensel, R., Oostdam, R., van Gelderen, A., & van Schooten, E. (2016). The role of word decoding, vocabulary knowledge and meta‐cognitive knowledge in monolingual and bilingual low‐achieving adolescents' reading comprehension. Journal of Research in Reading, 39(3), 312-329.

Wigfield, A. & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.

Wiig, E.H & Secord, W. (1992). Test of Word Knowledge. London: The Psychological Corporation Limited.

Woodcock, R. W., Muñoz-Sandoval, A. F. (1995). Bateria Woodcock-Muñoz Pruebas de Aprovechamieto- Evisada. Chicago, IL: Riverside.