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| Preface | |
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| Contributing Authors | |
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| An Integrated Approach to the Teaching and Assessment of Language Arts | |
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| Background Research | |
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| How Does Literacy Develop? | |
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| Are L One and L Two Complimentary? | |
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| What Are the Current Issues in Assessment for Bilingual Students? | |
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| Why Are Students Assessed? | |
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| What Measures Are Available That Promote Effective Instruction for Second Language Learners? | |
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| Implications for Practice | |
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| Oral Language | |
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| Writing | |
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| Reading | |
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| Self-Assessment | |
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| Practical Classroom Applications | |
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| What Instructional Strategies Promote Second Language Competencies and Emotional Security? | |
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| Foster Comprehension and Communication across Languages | |
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| Assessing Progress in Second-Language Acquisition | |
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| Background Research | |
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| New Perspectives in the Teaching and Assessment of Early Literacy | |
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| The Connection Between L[subscript 1] and L[subscript 2] Literacy | |
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| The Connection Between Oral Language and Literacy Development | |
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| Facilitating Language Growth across the Stages | |
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| Current Issues in ESL Assessment | |
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| Implications for Practice | |
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| Practical Classroom Application | |
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| Skills Assessed | |
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| Assessment Measures | |
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| Final Thoughts and Reflection | |
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| Assessing the Writing of Spanish-Speaking Students: Issues and Suggestions | |
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| Research Background | |
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| Implications/Applications for Practice | |
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| Final Thoughts | |
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| Appendix | |
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| Models for Evaluating Writing English and Spanish | |
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| Assessment of Reading Comprehension Strategies for Intermediate Bilingual Learners | |
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| What the Research Says | |
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| Implications for Practice | |
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| Practical Classroom Applications | |
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| Assessment of Prereading Strategies | |
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| Assessment of During-Reading Strategies | |
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| Assessment of Postreading Strategies | |
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| Recordkeeping | |
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| Summary | |
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| Conclusion | |
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| Assessment in the Content Areas for Students Acquiring English | |
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| Research Background | |
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| Demographics | |
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| Content Literacy and English-Language Learners | |
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| Nature of Expository Text | |
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| Enhancing Comprehension of Concepts and Vocabulary | |
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| Implications for the Classroom | |
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| Equity Issues in Assessment | |
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| Information Needed from Assessment | |
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| Guiding Principles of Assessment | |
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| Practical Classroom Applications | |
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| Content Reading and Study Skills Inventory | |
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| Learning Journals | |
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| Concept and Vocabulary Maps | |
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| Portfolios and Performance-Based Assessment | |
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| Reflections | |
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| Assessing Bilingual Students: When Policies and Practices Meet in the Classroom | |
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| Lessons Learned | |
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| Reasons to Assess Students | |
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| Standards-Based Reform | |
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| The Relationship Between Standards and Assessment | |
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| Assessments and Their Link to Educational Services | |
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| Summary | |
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| Assessment and Intervention with Culturally and Linguistically Diverse Learners | |
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| The Problem | |
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| Research Findings on the Length of Time English Language-Learners Require to Catch Up Academically | |
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| Implications of the Research for Assessment and Intervention | |
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| Assessment: The Bilingual Verbal Abilities Tests | |
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| Clinical Assessment | |
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| Classroom and Preclinical Assessment | |
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| Intervention: The Centrality of Reading for Academic Language Development | |
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| A Practical Application of the Shared Reading Program and BVAT Assessment | |
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| Conclusion | |
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| Needed: A Framework for Integrating Standardized and Informal Assessment for Students Developing Academic Language Proficiency in English | |
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| Conceptualizing Academic Language | |
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| Measuring Fourth-Grade Students' Academic Language Development | |
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| The Context of Instruction | |
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| The Content of Instruction and Assessment | |
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| Integrating Standardized and Informal Assessment | |
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| Student Performance in Science, Reading, and Writing | |
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| Examples of the Assessment Process | |
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| Insights from Jorge's Assessment | |
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| Discussion and Conclusions | |
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| Effective Instructional Practices and Assessment for Literacy and Biliteracy Development | |
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| Development of Biliteracy in Bilingual Programs | |
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| Approaches to Biliteracy Instruction | |
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| A Model of Cross-Linguistic Interaction in L2 Reading | |
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| Historical Overview | |
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| Guiding Principles for Biliteracy Instruction and Assessment | |
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| Conclusion | |
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| Assessing Our Work with Parents on Behalf of Children's Literacy | |
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| Assessing Our Work with Parents | |
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| Brief Background on Research | |
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| Implications for Practice | |
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| Practical School and Classroom Applications | |
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| Transformative Family Literacy: Parents and Children as Authors | |
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| Interactive Learning at Home and in the Classroom: Parents, Teachers and Children as Authors | |
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| Final Thoughts | |
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| Index | |