Resource Library

This brief is a compilation of questions speech and language pathologists (SLPs) commonly ask, and the answers to those questions as provided by the Multilingual-Multicultural Affairs Committee of the International Association of Communication Sciences and Disorders.

This article is the third of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experience

This mixed-method study compared the performance of adolescent English learners (ELs) on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient students' performanc

This article is the second of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experienc

This article is the first of a three-part series examining whether the language used in mathematics items on the on National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to level the playing field for ELs.

Longterm English learners (LTELs) are a subgroup of English learners (ELs) who are not reclassified as proficient in English after six or more years.

How can an overall composite score on the Assessing Comprehension and Communication in English State-to-State (ACCESS) assessment when English learners on 504 or individualized education plans (IEPs) are unable to complete all four domains of the assessment?

"This study examined if a norm-referenced assessment of early literacy skills, the Test of Preschool Early Literacy (TOPEL), can provide valid and reliable estimates of the English early literacy skills of Spanish-speaking preschoolers.

Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge.

An ongoing debate surrounds whether bilinguals outperform monolinguals in tests of executive processing.