The chronic academic underachievement of the DLL population across the nation, (Galindo 2010) and their lower school readiness scores in mathematics and literacy at kindergarten entry (Cannon and Karoly 2007; Lee and Burkham 2002) clearly reveal the need for more effective assessment approaches that are linked to improved instruction for young DLLs. This paper is organized around the following questions:
1. What are the important linguistic, cultural, and background factors to consider in the assessment of young DLLs?
2. What are the most appropriate methods for assessing young DLLs for certain purposes (e.g., instructional improvement and developmental screening)?
3. What technical considerations are required for testing DLLs?
4. What do teachers need to know about the valid assessment of young DLLs?