Abstract
This is a preliminary study that examined the utility of English sentence recall and single word and nonword reading tasks for distinguishing monolingual children and English Language Learners (ELLs) whose parents were or were not concerned about their language development. A total of 1,253 children ranging in age from 6; 0-9; 11 (years; months) completed tests of sentence recall and single word and nonword reading. Their parents also declared whether or not their first language was English and if there were any concerns about language development. Based on parents' responses, we identified four groups: (1) monolingual, no concerns; (2) monolingual, with concerns; (3) ELLs, no concerns; and (4) ELLs, with concerns. Monolingual groups had significantly higher scores on the sentence recall task than ELL groups. However, ELL groups scored significantly higher on the single word and nonword reading tasks than monolingual groups. Single word and nonword reading differentiated children with or without parental concerns about language development regardless of monolingual/bilingual status. Comparing performance on oral language and single word and nonword reading tasks may provide key information to consider when assessing ELLs.