This dissertation concerns the identification and assessment of multilingual children with specific learning difficulties (SpLD) in a primary school setting in order to help teachers provide targeted intervention. The principles of assessing children with a multilingual background is established through the examination of relevant literature. Key themes are established as a result of a non-systematic analysis, based on studies by researchers working in this field and eight research articles are selected for closer examination. A thematic review of the articles revealed the key findings, namely that multilingual students can be assessed in English, even if they have been learning the language for a limited period of time. Using a predictor approach will help to identify children at risk of dyslexia, therefore the assessment should not be delayed. Children identified early should be given remedial assistance to alleviate reading difficulties. Recommendations are made for the assessment of multilingual pupils.
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Logan, Szilvi
Rights Holders: Logan, Szilvi Supervisors: Glenny, Georgina
School of Education
MA Education
2021
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