English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners

In order to inform English foreign language (EFL) diagnostic assessment of literacy, this study examined the extent which 175 first-language Hebrew-speaking EFL young learners from fifth tenth grade exhibited differences in single-letter grapheme recognition, sub-word, and word reading, rapid automatized naming (RAN) letters numbers. addition, cross-sectional quasi-experimental quantitative correlations between aforementioned literacy components oral reading speed, spelling, vocabulary, syntax, morphological awareness. There were no grades for participants demonstrated incomplete automatic recognition task. Sub-word improved across grades. However, results highlighted a lack mastery. correlated with spelling throughout. RAN speeded measures speed older illustrating presence accuracy components. Correlations awareness provided support theories explaining how knowledge multiple layers words contributes acquisition. These comprising can teaching learning.