Reconceptualizing Assessment in Science of Reading–Aligned TESOL Contexts: Validity, Equity, and Linguistic Responsiveness in the Middle East

Abstract

The global expansion of the Science of Reading (SoR) has reshaped literacy instruction through a renewed emphasis on systematic, evidence-based approaches to foundational reading skills. While SoR-informed instructional reforms have been widely implemented across diverse educational systems, assessment practices—particularly in English as a Foreign Language (EFL) context—have received comparatively limited critical scrutiny. In the Middle East, English literacy development occurs within linguistically complex environments characterized by Arabic diglossia, uneven exposure to English, and stratified schooling systems. Despite these realities, SoR-aligned reading assessments are frequently transferred from first-language English contexts with minimal adaptation, often carrying implicit assumptions about language exposure, phonological development, and reading trajectories.

This article adopts a conceptual and critical review approach grounded in theoretical synthesis. Drawing on interdisciplinary scholarship from the Science of Reading, bilingual literacy development, second language acquisition, and assessment validity theory, the article critically examines the applicability of SoR-aligned assessment practices in multilingual TESOL contexts and proposes a linguistically responsive framework for equitable assessment interpretation and use.

The article argues that unadopted assessment practices risk conflating normal second-language development with reading difficulty. Such misinterpretations may lead to over-identification, inappropriate intervention, and inequitable educational outcomes, particularly for learners with limited access to English outside formal schooling. The article proposes a linguistically responsive orientation to SoR-aligned assessment that preserves diagnostic rigor while accounting for cross-linguistic influence, exposure variability, and contextual constraints. By foregrounding assessment interpretation, teacher professional judgment, and policy implications, the article contributes to ongoing debates about the ethical and effective implementation of SoR-informed literacy reforms in multilingual TESOL settings.