The key to understanding the similarities between reading assessment benchmarks for first language learners and EFL (English as a Foreign Language) young learners lies in their reading behaviours:
Phonemic Awareness: Both first language and EFL learners must develop the ability to recognize and manipulate sounds, which is foundational for reading fluency and comprehension.
Vocabulary Development: Whether expanding knowledge in their native language or learning new words in English, both groups rely on building vocabulary to grasp the meaning of texts.
Reading Fluency: Fluency—reading accurately and swiftly—is essential for both groups to improve their comprehension skills and tackle more complex texts over time.
Reading Comprehension: Both first language and EFL learners need to understand the meaning of what they read, which involves identifying main ideas, making inferences, and drawing conclusions.
Assessment: Benchmark assessments track the reading proficiency of both groups, although specific skills assessed might vary between the First Language versus the EFL young learner.
Reading Behaviours: Understanding and correctly analysing the behaviour of the learner as they read is key to their reading success. Both first language and EFL learners engage in behaviours like using context clues to infer meanings, self-correcting, and adjusting reading speed based on text difficulty. These strategies help them become independent, proficient readers. Encouraging these behaviours through ongoing assessment and feedback builds stronger reading skills in both groups.
In summary, while specific skills may differ, the core reading behaviours, such as decoding, comprehension strategies, and fluency, remain consistent across both first language and EFL young learners, forming the backbone of effective reading assessment benchmarks.
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