Universal Literacy Screening for Multilingual Learners: Addressing Common Concerns

 

By Amy Garner, OG-TH and Kathryn Tepedino, OG-T

New Jersey’s literacy legislation (PL.2024, Chapter 52) took effect this academic year, requiring universal literacy screening for all K-3 students at least twice annually. This screening serves as a cornerstone of an effective Multi-Tiered System of Supports for Reading (MTSS-R), helping educators identify students who may face future reading challenges. Importantly, this mandate applies to all multilingual learners (MLs), regardless of their English proficiency level.

Addressing Educator Concerns

If you’re feeling uncertain about screening multilingual learners, you’re not alone. Many educators share common concerns:

• “What if a student can’t speak English or understand directions?”
• “Should we use different screeners for MLs than monolingual students?”
• “Why do we need to screen if we have reading score data from the WIDA Access Test?”
• “What about student frustration levels?”

 

These are valid questions that deserve evidence-based answers. Fortunately, the NJDOE’s LEAR office has recently released comprehensive guidance in the New Jersey Literacy Framework to support best practices for multilingual learners statewide, including a multilingual learner checklist which can be found in Appendix C of the document.

What Research Tells Us

The evidence is clear: the same screener used with monolingual students is effective for multilingual learners, regardless of English proficiency level. Screening in English should never be delayed until students reach a certain English proficiency threshold. Furthermore, as a critical component of a culturally responsive multi-tiered system of support, students in a bilingual program should be screened in both languages of instruction whenever possible. Bilingual literacy data gives educators vital information regarding students’ foundational literacy development in both languages and has implications for data-based decision making within a culturally responsive multi-tiered systems of support framework. Unfortunately, foundational literacy skill data cannot be obtained from the WIDA Access Test, as these skills are not addressed by the WIDA standards.

Research by Gersten et al. (2007) reveals a crucial finding: “…oral language measures of syntax, listening comprehension, and oral vocabulary do not predict who is likely to struggle with learning to read. Yet research has consistently found that early reading measures administered in English are an excellent means for screening English learners, even those who know little English.”

Understanding Phonological Processing Across Languages

Consider this scenario: You’re a new student in France, unable to speak French, but asked to identify all sounds in the words “bébé,” “rouge,” and “bateau.” Even without knowing these words’ meanings, strong phonemic awareness would enable you to segment the sounds accurately. This illustrates how phonological processing skills transfer across languages.

Universal screeners for grades K-1 typically assess:

• Phonological processing
• Alphabetic principle understanding
• Word reading skills

 

By mid-first grade and beyond, measures expand to include oral reading fluency and accuracy in connected text, while a comprehension component is typically added beginning in grade 2.

Best Practices for Implementation

Essential Accommodations

• Translate directions into students’ home languages using ESL teachers or parents as interpreters
• Provide one-on-one screening, especially for MLs who may resort to guessing with computer-assisted programs
• Train staff in scoring guidelines, ensuring ESL and bilingual teachers with strong literacy backgrounds can accurately assess without penalizing students for accent or dialect variations

 

Important Distinctions

Remember that multilingual learners face unique challenges—simultaneously learning to read and speak English. When screening indicates risk, this doesn’t suggest a reading disability but rather signals the need for additional instructional support to achieve grade-level English reading proficiency.

Moving Forward Together

Universal screening for multilingual learners is essential for ensuring equitable access to reading support. By implementing research-based practices and providing appropriate accommodations, we can create meaningful pathways to literacy success for all students.

Join us for more insights: On behalf of the PD Committee for NJTESOL/NJBE, Amy Garner, OG-Th and Kathryn Tepedino, OG-T will host a virtual session on Universal Screening for Multilingual Learners on September 25th at 5:00 PM. We’ll dive deeper into practical implementation strategies and answer your questions.

For comprehensive guidance on screening multilingual learners, consult the New Jersey Literacy Framework available through NJDOE’s LEAR office. Multilingual Learner Screening Checklist