Educators, students, and families are invited to learn about SLD/Dyslexia via SERC's online webinars and learning modulesextended 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.

Reading Assessments for Spanish-Speaking English Learners (ELs)

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.

Aimsweb Spanish Reading Curriculum-Based Assessment (Spanish R-CBM)


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.

  • Ages/Grades: K- Grade 8

  • Testing Time: One minute per passage
Administration: Individual



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.

  • Ages/Grades: K - Grade 12
  • Testing Time: Varies depending on grade level and literacy skills

  • Administration: Groups; web-based platform

Evaluación del Desarrollo de la Lectura – 2 (EDL-2)


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.

  • Ages/Grades: Kindergarten through Grade 6

  • Testing Time: About 20 minutes

  • Administration: Individual

Fountas & Pinnell Sistema de Evaluación de la Lectura (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.

  • Ages/Grades: Kindergarten through Grade 2

  • Testing Time: 20 – 40 minutes depending on the student’s reading level

  • Administration: Individual

Indicadores Dinámicos del Éxito en la Lectura (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.

  • Ages/Grades: Kindergarten through Grade 3
  • Testing Time: About 15 minutes
Administration: Individual; alternate forms for screening and progress monitoring

Istation's Indicators of Progress - Español (ISIP Español)


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.

  • Ages/Grades: Pre-Kindergarten through Grade 3
  • Testing Time: 40 minutes or less

  • Administration: Individual or entire class; can be administered monthly; requires computer access



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.

  • Ages/Grades: Kindergarten through Grade 8
  • Testing Time: Varies

  • Administration: Individual or groups

Phonological Awareness Literacy Screening in Spanish (PALS Español – K)


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.

  • Grade Level: Kindergarten students
  • Testing Time: Unclear; no time limits

  • Administration: Individual except for administration of the Group Rhyme Awareness, Beginning Sound Awareness, and Spelling tasks, which are administered in small groups of five or fewer students.

Test of Phonological Awareness in Spanish (TPAS)


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).

  • Ages: 4-0 through 10-11
  • Testing Time: 15 to 30 minutes
  • Administration: Individual

The Bateria III Woodcock-Muñoz

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.

  • Ages: 2 to adulthood
  • Testing Time: Varies; cognitive battery - approximately 45 minutes; achievement battery - approximately 60 minutes; additional supplemental cognitive tests – approximately 60 minutes
  • Administration: Individual

The Spanish Reading Comprehension Test


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.

  • Ages: Adults
  • Testing Time: 50 minutes
  • Administration: Individual; web-based testing

Online Webinars and Learning Modules

  • Webinar Archive: Remediating and Accommodating Students with SLD/Dyslexia at the Secondary Level

    Originally Broadcast on Wednesday, March 22, 2017 School teams face multiple challenges in meeting the learning needs of secondary-level students with SLD/Dyslexia. This recorded webinar focuses on the systems-level issues pertinent to providing accommodations and specialized reading and writing instruction for these students.
  • Webinar Archive: Using Literacy Screening Data to Support Students with Reading Difficulties

    Originally Broadcast on January 10, 2017 The Connecticut Department of Education has approved universal screening reading assessments to be used by schools to identify students in kindergarten to grade three, who are below proficiency in reading. The results can provide school teams with valuable information about students' phonological processing abilities, useful for creating instructional approaches that address students' unique learning needs.
  • Webinar Archive: Increasing Awareness of SLD/Dyslexia

    Listen to this discussion by Connecticut leaders in SLD/Dyslexia as they review CT’s definition of dyslexia, explore issues surrounding the identification of students, and present evidence-based practices for structured literacy instruction and intervention.

Extended Learning

  • CT Forum on Promising Practices in SLD/Dyslexia Archive

    Archive of documents for the Promising Practices in SLD/Dyslexia forum which took place on December 1, 2015.
  • Just What I Need! A Guide for Educators and Families (a companion document to SERC’s SLD/Dyslexia brochure)

    This document is a companion guide to SERC's SLD/Dyslexia Initiative brochure. It is intended to assist professionals, families, and older students in selecting learning opportunities appropriate for their needs.
  • CT's SLD/Dyslexia Assessment Resource Guide

    This document was prepared by SERC in collaboration with CSDE in response to requests from CT educators and administrators for assessment options appropriate for the identification of SLD/Dyslexia and other reading-related learning disabilities. The guide advocates for integration of general and special education systems for the benefit of all students who are below proficiency in reading. It supports the comprehensive special education identification process that can inform a PPT's…
  • IDA’s Free Webinar Series

    The International Dyslexia Association is offering a webinar series to empower educational professionals and families with knowledge and resources to address the instructional needs of students who have dyslexia and other learning differences.