Diagnosing reading disability
Some second-language children may read with difficulty not simply because they require more time to develop their second-,language oral proficiency but because they have problems with the acquisition of basic reading skills. It is important to look beyond oral language proficiency and not to delay assessment and intervention. Both health care providers and classroom teachers need to be trained and empowered to identify the warning signs early and to adapt instruction accordingly.
Since there are positive and significant correlations between monolingual and second-language reading skills and predictors of successful reading developments, a lot can be learned about a second-language learner’s reading ability by using the same assessment measures as one would use for a monolingual child. Gaps between listening comprehension and reading comprehension and data about the child’s performance in the home language are also important information that should be assessed.
Other sources of information can contribute to the validity of the diagnosis, such as report cards from the home country, interview data on the achievement of developmental milestones (particularly the onset and development of language), previous assessments, and the language and academic achievement of siblings. It is also essential to consider the family cultural and linguistic background, acculturation and parental attributions about their children’s academic difficulties.
Policy
Because there is no evidence that bilingualism has a negative impact on children’s intellectual and socio-emotional development, parents can be encouraged to speak their native language at home and allow their children to learn the majority language in school. The evidence for the overwhelming positive benefit of bilingualism, together with evidence that bilingual children are not cognitively handicapped, indicates an important role for schools. They can provide a means for these children to build up their language skills in the school language, enabling them to become full participants in the classroom and reap the benefits of their educational experience.
Findings on bilingualism and its effects on socio-emotional development suggest this is another area that should be explored. As well, because language can function as a cure for retrieval of personal experiences that may play a key role in the diagnosis and treatment of various mental health conditions, policies encouraging bilingual health services should be promoted.
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