This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.

这项研究代表了对单词听写（WD）的潜力的初步检查，这是一种基于课程的量度，可以识别年轻英语学习者（EL）写作的风险。样本包括73个EL，这些EL在一个中西部学区就读的学校的一年级至三年级中具有开始到高级的英语水平。该地区使用仅英语的教学模式，学生在秋季，冬季和春季完成了两种形式的WD。该标准措施是一项常见的英语水平评估，是在冬季实施的。结果表明，在本研究和以前的普通人群中，WD在EL之间保持相似的信度和效度系数。讨论了对实践和未来研究的影响。