Abstract

This paper draws on the findings of a qualitative study exploring the reading assessment materials and criteria used in pre-A1 ESOL classes in the UK and their suitability to low-literate language learners. Open-ended questionnaires and multifunctional analysis of materials were used to investigate current practices and views. The findings reflect the struggle low-literate learners experience throughout reading assessments, and the need for separating literate from low-literate learners, adaptations to assessment materials to ensure fair assessment and the development of descriptors/criteria that capture the small steps achieved by this population.