Language and Literacy Assessment of Language-Minority Students

Georgia Earnest García, Gail McKoon, Diane August

Research output: Chapter in Book/Report/Conference proceedingChapter


Many of the uses of assessment are common to all students, but some uses are unique to language-minority students (August and Hakuta, 1997). Common purposes of language and literacy assessments are to inform instruction, monitor and compare student performance, and identify students eligible for special services (e.g., Title I, speech and hearing services, special education, enrollment in accelerated or gifted programs). Unique purposes of language and literacy assessments for language-minority students include the identification of students with limited English proficiency (LEP), placement in instructional programs designed for English-language learners (e.g., bilingual education and programs in English as a second language [ESL]), monitoring or evaluation of Englishlanguage development, and decisions on when English-language learners should be reclassified as fully proficient.

Original languageEnglish (US)
Title of host publicationDeveloping Literacy in Second-Language Learners
Subtitle of host publicationReport of the National Literacy Panel on Language-Minority Children and Youth
EditorsDiane August, Timothy Shanahan
Number of pages28
ISBN (Electronic)9781315094922
ISBN (Print)9780805860764, 9780805860771
StatePublished - Jul 5 2006

ASJC Scopus subject areas

  • General Social Sciences
  • General Arts and Humanities


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