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The document links screening decisions to “true peers,” highlights leveraging learners’ language assets, and outlines plans for supporting newcomers. It recommends selecting early literacy screening tools, using bilingual or native-language assessments when feasible, and integrating data from classroom observations, interviews, informal measures, and home language surveys. It also details bilingual/native assessment options and accommodations when such assessments are unavailable.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/considerations-for-teaching-literacy-instruction-of-illinois-multilingual-and-bidialectal-learners-objectives-build-a-comprehensive-screening-system/536034/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/considerations-for-teaching-literacy-instruction-of-illinois-multilingual-and-bidialectal-learners-objectives-build-a-comprehensive-screening-system/536034.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What screening principles are emphasized for multilingual learners?","Question",{"text":112,"@type":113},"The guidance calls for using data in relation to “true peers” and leveraging students’ language assets to accelerate learning, while building a comprehensive screening system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What criteria should be checked when selecting early literacy screening assessments?",{"text":117,"@type":113},"The document prompts evaluators to verify score interpretation guidance for multilingual learners, inclusion in norming, availability of subtests in other languages when possible, cultural and linguistic authenticity of measures, and guidance for presenting directions in students’ home languages.",{"name":119,"@type":110,"acceptedAnswer":120},"How can assessments be adapted when no native language assessment is available?",{"text":121,"@type":113},"It recommends supports such as direct native language support (e.g., bilingual glossary/dictionary or interpreter translation of directions and questions), direct English language support (e.g., simplified directions, highlighted phrases, proctor clarification), and indirect language support (e.g., additional time, rest breaks, adjusted testing settings, or small-group testing with staff support).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},536034,1791983127,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Considerations for Teaching Literacy Instruction of Illinois  \nMultilingual and Bidialectal Learners  \nIllinois State Board of Education & Region 9 Comprehensive Center  \nIllinois Assessment of Readiness-ELA  \nPercentage change in English learners scoring Below Basic on the IAR in ELA, 2019–23  \nFrom 38.9% to 50.3% of ELs scoring Below Basic.  \n11.4% fewer students achieving Basic Proficiency post-pandemic.  \nPercentage change in English learners scoring Not Proficient on the IAR in ELA, 2019–23  \n5.4% more ELs scoring Not Proficient.  \nFrom 17.3% to 11.9% of ELs demonstrating Proficiency.  \n3  \nIllinois’ Guiding Values for Literacy  \n4  \nObjectives  \nBuild a comprehensive screening system for multilingual learners.  \nConsider data in relation to “true peers.”  \nLeverage students’language assets to accelerate learning.  \nDevelop a plan for supporting newcomers.  \n5  \nBuild a Comprehensive Screening System  \nSelect and administer appropriate early literacy screening assessments and tools.  \nUse bilingual or native language assessments, when possible.  \nGather and use data from other data sources.  \n6  \n1 . Appropriate Assessments  \nQuestions to consider:  \n• Does it provide guidance on interpreting scores for multilingual learners?  \n• Does it include multilingual learners in the norming process?  \n• Does it offer some or all subtests in a language(s) other than English?  \n• Does it use measures that are culturally and linguistically authentic rather than directly translated from English?  \n• Does it provide guidance regarding when and how to present students with directions in their home language?  \n7  \n2. Bilingual and Native Language Assessment  \nNative language assessments maybe either:  \n• Written translations of English tests (native language only or presented bilingually) .  \n• Scripted oral translations of a test administered by a person or audio recording.  \n• Assessments designed from scratch in a non-English language.  \nThese tests can be used as:  \n• An alternative test format  \n• An accommodation  \n• A supplemental assessment  \n8  \nWhat if there’s no native language assessment?  \n• The Migrant Policy Institute (2020) suggests the following testing supports or accommodation options for English learners:  \n\n| Types | Purpose | Examples |\n| --- | --- | --- |\n| Direct native language support | Modify language of assessment | • Bilingual glossary/dictionary.\u003Cbr>• Interpreter translates directions and test questions. |\n| Direct English language support | Modify language of assessment | • Directions or test questions provided in simplified English.\u003Cbr>• Key phrases highlighted.\u003Cbr>• Proctor repeats or clarifies the meaning of directions or key phrases. |\n| Indirect language support | Modifying testing conditions | • Additional testing time or rest breaks.\u003Cbr>• Adjust testing setting.\u003Cbr>• Testing in small groups with staff support. |\n\n3. Gathering Additional Data  \nOther Sources  \n• Classroom observations  \n• Interviews with students and families  \n• Informal assessments  \n• Home Language Surveys  \n• Parent-teacher meetings  \n• Student work or performance samples  \nOther Information  \n• Family history of dyslexia/reading difficulty  \n• Students' language skills in reading both their native language and English  \n• Students' exposure and experiences with both their native language and English  \n• Students' educational history  \n10","cbCain6MKADTmAzW","https://ap.wps.com/l/cbCain6MKADTmAzW","pdf",1790422,31,"English","# Illinois’ Guiding Values for Literacy\n# Objectives\n# Build a Comprehensive Screening System\n## 1. Appropriate Assessments\n## 2. Bilingual and Native Language Assessment\n## 3. Gathering Additional Data","[{\"question\":\"What screening principles are emphasized for multilingual learners?\",\"answer\":\"The guidance calls for using data in relation to “true peers” and leveraging students’ language assets to accelerate learning, while building a comprehensive screening system.\"},{\"question\":\"What criteria should be checked when selecting early literacy screening assessments?\",\"answer\":\"The document prompts evaluators to verify score interpretation guidance for multilingual learners, inclusion in norming, availability of subtests in other languages when possible, cultural and linguistic authenticity of measures, and guidance for presenting directions in students’ home languages.\"},{\"question\":\"How can assessments be adapted when no native language assessment is available?\",\"answer\":\"It recommends supports such as direct native language support (e.g., bilingual glossary/dictionary or interpreter translation of directions and questions), direct English language support (e.g., simplified directions, highlighted phrases, proctor clarification), and indirect language support (e.g., additional time, rest breaks, adjusted testing settings, or small-group testing with staff support).\"}]","Considerations for Teaching Literacy Instruction of Illinois Multilingual and Bidialectal Learners - Objectives - Build a comprehensive screening system | PDF",1791601655,78]