An exploration of English Language Learners reading proficiency assessment, the Texas English Language Proficiency Assessment System, as perceived by teachers

This qualitative phenomenological research study used narrative inquiry to explore teachers' perceptions of their students' reading proficiency as demonstrated on the Texas English Language Proficiency Assessment System's reading test. Ten teachers participated in the study, and responses pertaining to their perceptions of reading instruction and reading assessment resulted in the following findings: a need for differentiation, routines consisting of scaffolded rigorous instruction, a keen awareness of students' experiences while undergoing reading assessments, considerations for print versus online assessments among students, preferences among teachers to allow students to read their reading passages, a need for specific preparation before TELPAS exam, potential for using TELPAS results to inform instruction, and discussions for a particular modality for the TELPAS reading assessment. Implications for practice include: additional training to analyze TELPAS reading results and dissemination of information regarding the navigational features of TELPAS reading assessment online. Widespread knowledge about available features could enhance classroom instruction to provide a platform for test readiness among English Language Learners.