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UNITE SPLD CONFERENCE 2017 - STREAM 6: MULTILINGUALISM

Early assessment and intervention of specific literacy learning difficulties within multi lingual learning contexts
John Everatt, University of Canterbury, New Zealand

Specific learning difficulties need to be assessed at any age; however, early assessment has been shown to provide the best potential for intervention outcomes. Supporting a child at risk of literacy difficulties before prolonged periods of failure in reading and writing should avoid many of the negative consequences of poor acquisition on learning, motivation and self-esteem. Therefore, in projects within Arabia, South-East Asia and New Zealand, we are developing tools for early identification and intervention. These contexts are the focus of the work in order to include children from non-English, bilingual and English-as-an-additional-language backgrounds. The assessment measures and intervention procedures that are being developed are based on research from primarily English speaking contexts, but aim to take into account features of the children’s language backgrounds. Hence, the Arabic project targets early literacy development (and predictors of literacy) of pre-school and grade 1 children who speak Arabic as their first, dominant language, but who are also exposed to English as a foreign or second language. The work in South-East Asia involves literacy and language skills of pre-school and grade 1 children who are learning English and one other language in a bilingual education context. The work in New Zealand focuses on pre-school and grade 1 children who are learning within an English language education context but who also speak at least one other language in their home environment. The research is ongoing and this presentation will cover some of the background to the work as well as some of the its initial findings and future plans