Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Bilingual Students | 1 |
| Elementary School Students | 1 |
| English Language Learners | 1 |
| Grade 2 | 1 |
| Holistic Approach | 1 |
| Literacy | 1 |
| Monolingualism | 1 |
| Reading Tests | 1 |
| Spanish Speaking | 1 |
| Writing Evaluation | 1 |
Source
| Reading Research Quarterly | 1 |
Author
| Butvilofsky, Sandra A. | 1 |
| Escamilla, Kathy | 1 |
| Gumina, Deena | 1 |
| Silva Diaz, Elizabeth | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkButvilofsky, Sandra A.; Escamilla, Kathy; Gumina, Deena; Silva Diaz, Elizabeth – Reading Research Quarterly, 2021
Emerging bilingual learners' biliteracy abilities are often underestimated when monolingual reading assessments, such as the DIBELS, are used to identify students as having difficulties in learning or to guide literacy instruction. The authors propose a holistic form of biliterate assessment that uses writing as a means to understand what emerging…
Descriptors: Reading Tests, Monolingualism, Bilingual Students, Holistic Approach
