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PALS Assessment and English Language Learners in Nevada
Introduction
In the article Using literacy assessment results to improve teaching for English-language
learners by Lori Helman (2005), Ms. Helman examines how data from the Phonological
Awareness and Literacy Screening (PALS) assessment can be used to inform the instruction of
English Language Learners (ELLs). A total of 18,024 first- through third grade students from 52
low-performing high-poverty schools in Nevada participated in the study (Helman, 2005, p.
669). Nearly half of the participants, 47.5%, were Hispanic Americans (Helman, 2005, p.669).
The schools in the study were part of a group that partnered with the Nevada Reading Excellence
Act (NREA) to implement a variety of literacy based instructional improvement activities
(Helman, 2005, p.669).
Using the data from the PALS, Ms. Helman explores the district-wide trends, general
developmental characteristics of students at different scoring ranges, and specific instructional
strategies for individual students with a focus on ELLs (Helman, 2005). As a reading specialist,
the data collected and analyzed in the article has many implications. First, reading specialists,
along with district and school leaders, can review district-wide data to determine areas of
inequality. Secondly, programs and practices can be aligned and implemented to meet the needs
of the identified group(s) and to address specific instructional weaknesses. Next, professional
development and support can assist teachers in providing appropriate tier 1 and tier 2 instruction
to meet identified needs. Finally, the development of individual education plans and progress
monitoring of identified students can be accomplished using the data gained from the PALS
assessment.
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Critical Analysis
The article highlights the findings of several levels of data analysis. Using the PALS
results for the district, it became apparent to the author that not all student groups were meeting
the required literacy benchmarks at the same rate (Helman, 2005, p. 669). Consistently from
first to third grade, approximately 50% of Hispanic American students were not meeting the
benchmark, over double the number of English Only (EO) students identified as below
expectations (Helman, 2005 p. 670). This may imply that the instructional programs in place are
inadequate at meeting the needs of the English-language learners. The use of PALS data for this
purpose, can be helpful in getting a “pulse” on how a district is doing to meet their subgroups.
The article does not address the design of the Second Language program, or the number of
English as a Second Language (ESL) teachers employed compared to the population. These
factors may contributed to the discrepancy in achievement between ELLs and EOs.
The next level of data analysis was in using the data to group students by developmental
levels. Helman (2005) provides descriptions of students considered emerging, beginning, and
beyond beginning readers (p. 670). Students were categorized into these three levels using the
entry-level summed score of the PALS data (Helman, 2005, p. 670). Because students at each
level present unique developmental behaviors, these levels can be helpful in understanding
where students are performing in the continuum of literacy learning. It provides a point of
reference for teachers to determine what students can currently do, and what may be appropriate
for them to learn next. It also allows teachers to gain insight into why students achieve at a
certain level on specific tasks. This generalized grouping of students; however, should be used
with caution. Developmental practices may limit students’ opportunities to experience on-grade
level instruction, and can, in fact, keep students from meeting higher standards for learning.
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The final level of data analysis consisted of looking at individual data to determine
personalized instruction. To accomplish this task, Helman (2005) looked at the case studies of
two ELLs with similar PALS summed scores (p. 671). This in-depth examination allowed the
author to determine some possible practices to support the students’ learning (Helman, 2005, pp.
671-672). Careful investigation of the data provided insight into each student’s reading strengths
and weaknesses (pp. 671-672). Going well beyond the summed score, each task was studied to
determine exactly what practices may benefit the students (Helman, 2005, 673). The use of this
data to inform instructional practices can be a powerful tool in accelerating student learning;
however, teachers would need training on understanding the data and the implications to their
teaching. In addition, structures would need to be in place that allow for differentiation.
Reading specialists can be helpful in providing support to teachers as they learn to analyze the
data.
Application
Our school district uses the PALS assessment for all kindergarten through second grade
students, as well as, designated students in third grade. Currently we use the PALS to determine
instructional groupings, identify students in need of literacy support, and to determine student
weaknesses in reading. We have not specifically pursued the use of PALS to inform
instructional decisions for our ELLs, nor have we provided in-depth training on what the data
means for instruction. Based upon this reading, there are many implications for the use of the
data at the district, school, and student levels.
PALS can be a valuable tool for building capacity across your school. First, our school
district would benefit from a detailed examination of the data to determine the performance of
our identified subgroups. This information could be helpful in evaluating current instruction,
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and may lead to adjustments if inequalities are noted. Secondly, to align programs and practices,
reading specialist can partner with ESL teachers and classroom teachers to interpret the scores of
Second-language learners. This could lead to a deeper understanding of how ELLs learn English
while raising awareness of the impact home language has on literacy learning. Next,
professional development can be offered to improve tier 1 and tier 2 instruction. Leading
discussion around the data, and sharing best practices and strategies can address specific areas of
opportunities. Finally, empowering teachers to use the data to inform individual instruction
allows the students to receive a customized plan designed to meet their unique needs.
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References
Helman, L.A. (2005). Using literacy assessment results to improve teaching for Englishlanguage learner. Reading Teacher, 58(7), 668-677