有越来越多的关注儿童的宝莲寺,和中学可能第一次当学生与宝莲寺和森来到学校的注意要求英文读写访问更高级的课程可能会给这些儿童作为一个特殊的挑战。特别是，有研究表明，与单词识别相比，10至11岁双语学生的阅读理解能力要低于单语学生。福西特和林奇认为，在小学阶段没有被诊断出患有特殊语言障碍的儿童，在其整个教育生涯中尤其有读写能力长期失败的风险。“当儿童进入中学时，读写能力较差，必须应付各种新的科目和教师，问题就更复杂了”。EAL学生可以逃避特定学习困难的检测，因为正如所指出的那样，“人们可能期望第二语言学习者的语言认知和学术成就是相称的，尤其是读写能力，因为这两个指标都倾向于反映孩子的英语习得水平。”如果没有差异，学习障碍就更难以发现”。因此，需要对语言能力和能力表现进行仔细的评估。
英国留学生论文代写:读写能力
There is increasing concern about the under-identification of children with EAL, and secondary school may be the first time when pupils with EAL and SEN come to the attention of the school as demands on English language literacy to access the more advanced curriculum may present as a particular challenge for these children. In particular, it has been shown that reading comprehension, as opposed to word-recognition, are lower amongst 10 to 11 year old bilingual pupils, compared to monolingual pupils (Fredickson and Frith, 1998). Fawcett and Lynch (2000) have argued that EAL children that are not diagnosed at primary school age with SEN, are at particular risk of prolonged failure in literacy throughout their educational careers. “Problems are compounded when children enter the secondary school system with poor literacy skills and have to cope with a wide range of new subjects and teachers” (p 58). EAL pupils can evade detection of specific learning difficulties because, as MacCloskey and Athanasiou (2000) suggest, “One might expect verbal cognition and academic achievement to be commensurate, especially literacy, in a second language learner because both measures tend to reflect the children’s level of English language acquisition. Without a discrepancy, learning disability is more difficult to detect” (p 210). Therefore a careful assessment of verbal abilities, and performance measures of ability are required.
