Educators, students, and families are invited to learn about SLD/Dyslexia via SERC's online webinars and learning modules, extended courses, and CT's SLD/Dyslexia Assessment Resource Guide created in partnership with the CT State Department of Education (CSDE). Online professional learning opportunities are listed in SERC's SLD/Dyslexia brochure and address general SLD/Dyslexia principles via Overview Learning, application of essential concepts to practice in In-depth Learning options, and discussion of Advanced Topics, including English learners (ELs), gifted and talented students with SLD/Dyslexia, and differentiation of speech-language impairment (SLI) from SLD/Dyslexia.
Download our brochure or view SERC's Calendar of Professional Learning Events to learn more about these learning opportunities and face-to-face structured literacy instruction trainings (e.g., Wilson Reading, Just Words, Fundations, Orton-Gillingham).
Not sure what professional learning is best for you or your school staff? Download Just What I Need: A Guide for Educators and Families.
Alternatively, contact us at This email address is being protected from spambots. You need JavaScript enabled to view it. to discuss customized professional learning for your school or district.
Connecticut English learners (ELs) account for 6.6 percent of all public school students in kindergarten through grade 12. Among this subgroup of students, 72.4 percent speak Spanish as their primary language, although 143 different dominant languages are represented in Connecticut schools.
Assessing the reading of Spanish-speaking ELs can be daunting as it requires professionals who have facility with English and Spanish, that is, bilingual educators, as well as team members who have knowledge of the component skills of reading and the typical progression of reading development in both English and Spanish.
Look Below to review a variety of reading assessments appropriate for Spanish-speaking ELs. Options include assessments appropriate for preschool children developing emergent reading skills to young adults in secondary schools; some assessments are individually administered and others can be administered to small groups or an entire class. Both formative and summative assessment options are presented as well as standardized and criterion-referenced tests.
http://www.aimsweb.com/assessments/features/assessments/spanish-reading
A Spanish version of Aimsweb’s reading passages appropriate for universal screening protocols and progress monitoring. Data yields the number of correct word read per minute. This curriculum-based assessment (CBM) yields results that can be used to plan appropriate interventions focusing on reading accuracy and fluency.
https://www.letsgolearn.com/lglsite/DORA_Spanish/educators/
DORA Spanish/EDELL is a diagnostic online assessment of a student’s Spanish reading abilities. Measures address high-frequency words, word recognition, phonics, phonemic awareness, oral vocabulary, spelling, and reading comprehension. It compares the student’s first language Spanish abilities with their developing second language English reading skills, allowing teachers to best utilize those Spanish reading skills to further develop English reading skills.
Evaluación del Desarrollo de la Lectura – 2 (EDL-2) is the Spanish equivalent of DRA2, a formative, criterion-referenced assessment tool. It yields data regarding a student’s reading rate, accuracy, and comprehension.
http://www.fountasandpinnell.com/sel/
Fountas & Pinnell Sistema de Evaluación de la Lectura (SEL) is a comprehensive assessment for Spanish-speaking students to determine their instructional and independent reading levels (A–N). Teachers are able to use the SEL to observe and quantify student reading behaviors, engage students in comprehension conversations that go beyond retelling, and make informed decisions that connect assessment to responsive teaching. Original books, not translations, were developed for this assessment which permits placing students on the Fountas and Pinnell Text Level Gradient.
https://dibels.uoregon.edu/assessment/idel
IDEL is the Spanish counterpart of DIBELS. It is a research-based formative assessment series designed to screen the basic early literacy skills of children learning to read in Spanish. IDEL is not simply a translation of DIBELS; it takes into account the linguistic structure of the Spanish language, including its phonology, orthography, and syntax. IDEL measures address the core components of beginning reading including phonological awareness, the alphabetic principle, accuracy, fluency, reading connected text, vocabulary, and comprehension. The assessments are standardized, short, individually administered by a bilingual evaluator, and can be used to regularly monitor the development of early Spanish literacy skills. Instructional recommendations and benchmark goals are also provided.
https://www.istation.com/Spanish
ISIP Español is a set of computer-based assessments designed to provide continuous measurement of pre-kindergarten through grade 3 student progress throughout the school year in the critical areas of early reading, including phonemic awareness, alphabetic knowledge and skills, fluency, vocabulary, and comprehension. It is designed to (a) identify children at risk for reading difficulties, (b) provide automatic continuous progress monitoring of skills that are predictors of later reading success, and (c) provide immediate and automatic linkage of assessment data to student learning needs to facilitate differentiated instruction.
http://www.hmhco.com/hmh-assessments/bilingual/logramos-3
Logramos, 3rd edition, is a standardized norm-referenced assessment that measures achievement of Spanish-speaking students in reading, language, and mathematics at grades K–8. It parallels the scope and sequence of Form E of the Iowa Assessments, which have been adapted or translated as appropriate. Reading foundational skills include phonological awareness, phonics, and word recognition.
https://www.palsmarketplace.com/category-s/103.htm
The Phonological Awareness Literacy Screening in Spanish for Kindergarten (PALS Español -K) measures children's developing knowledge of the fundamental components of Spanish literacy. PALS Español - K assesses phonological awareness, alphabet knowledge, letter-sound knowledge, and concept of word in text. The tasks are authentic Spanish literacy measures, developed to parallel English PALS tasks.
PALS Español - K identifies students’ literacy strengths in their native Spanish language. It helps teachers to individualize instruction to accelerate reading development in both English and Spanish and identify students with reading difficulties without waiting until they are proficient enough to be assessed in English.
https://www.proedinc.com/Products/10940/test-of-phonological-awareness-in-spanish-tpas.aspx
The Test of Phonological Awareness in Spanish (TPAS) measures phonological awareness ability in Spanish-speaking children. The TPAS can be used to identify children who may benefit from additional instructional activities that enhance their phonological processing. The TPAS subtests measure a student’s phonological awareness of initial and final sounds, rhyming, and sound deletion (i.e., repeating a specific word while leaving out a syllable or sound at the beginning, middle, or end of the word).
The Batería III is the Spanish adaptation/translation of the Woodcock-Johnson III cognitive and achievement batteries. It consists of two assessment instruments: the Batería III Woodcock-Muñoz: Pruebas de habilidades cognitivas (Batería III COG) and the Batería III Woodcock-Muñoz: Pruebas de aprovechamiento (Batería III APROV). A diagnostic supplement to the Batería III COG (Batería III Woodcock-Muñoz: Suplemento diagnóstico para las pruebas de habilidades cognitivas) is also available. The Bateria measures five reading-related skills: identifying letters and words, synthesizing speech sounds to form words and incomplete words, analyzing words with missing phonemes, word attack, and spelling.
https://www.casas.org/product-overviews/assessments/spanish-assessment
The Spanish Reading Comprehension Test is a comprehensive evaluation of literacy competency for adult English learners. It measures acquisition of foundational reading skills, beginning with identifying letters of the English alphabet, all the way to advanced level reading and thinking skills, such as interpreting and evaluating the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.