Firstly we will have a look at ways to improve verbal reasoning and the effect of EAL on assessment.
Hi, I have a question about the allocation of marks within the test. I am currently working with an EAL boy, who has very strong results in non-verbal reasoning and maths. However, his limited English is impacting on the standards he is achieving in comprehension and verbal reasoning. He is currently scoring close to 100% in the one aspect and only around 50% in the verbal. Is any consideration of this made when looking at scores? His parents are concerned that he will be able to achieve the desired standard at this point.
I recommend contacting the school/s where they are interested in applying to and ask what their policies on this are. I would also try and find out if the pupil can do a verbal reasoning assessment in their own language to provide a more accurate/relevant picture of the child’s potential.
The problem is that the pupil will be entering a system where English is the language of tuition. Therefore the assessment is not necessarily aimed at looking at the child’s innate potential (which would in any case not really be assessed in a practised format test), but rather the child’s potential of academic success within that school or system. Which sadly would be English based.
The best advice for improving (English) verbal reasoning is to speak and read In English. Even watching English movies will help. Word games like Scrabble or websites like www.lumosity.com with different kinds of games for practice.