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' performance on the same assessments to determine how ELs' performance differed. The observed differences suggest that linguistic aspects of the QRI-5, PPVT-4, and ESI, including syntax, phonology, orthography, and especially vocabulary, affected ELs' performances. These results indicate that ELs may benefit from linguistic modifications to these assessments, or first language support during their administration. Results also provided useful information on how teachers can interpret ELs' performances on these assessment tools.
Early Childhood Education