Assessing and Assisting Working with Emergent Bilingual Students and Students with Dyslexia
Overlapping characteristics of Emergent Bilinguals (EBs) and students with dyslexia have resulted in confusion about the needs of each. However, developments in neuroscience and the science of reading can help us differentiate between second language acquisition and Structured Literacy instruction. With more than 5 million EBs enrolled in U.S. schools, it’s important for educators to understand research and best practices. The right kinds of assessments can identify the learning required to build a differentiated instruction plan for EBs and students with dyslexia.
In addition to needing direct instruction of sounds, phonemes, and morphemes, EBs need time to practice speaking academic English in complete sentences. From the science of reading about how students learn to read, speak, and write, teachers and school leaders can expand cultural appreciation from the diversity of backgrounds that students bring to the classroom, including EBs.
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