Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading (RC). However, mixed findings are reported among studies compare readings skills without diverse experiences. Depending on how researchers operationalize the construct of LC RC, use different standardized tests or assessments assess children, which may lead across studies. The current review systematically examined RC empirical have used who speak English as their second language. Out initial sample 374 studies, 25 were eligible inclusion. We extracted from documented task- administration-related factors. Moreover, participant characteristics, definition described by authors, related relationship between each study. Our results variability measures definitions describe potentially explaining literature. underscore importance considering multidimensional nature need further explore administrative task characteristics relate RC. Furthermore, this provides practitioners original extensive survey literature assessed Lastly, we highlight limitations discuss practical implications field school psychology supporting