Contributors
Series Foreword
Introduction 
Amanda B. Clinton
Chapter 1: Challenges and Complexities in the Assessment of the Bilingual Student 
Elizabeth C. O'Bryon
Part I: Insights From Neuroscience and Cognitive Psychology on Cross-Language Transfer
Chapter 2: Cross-Language Transfer in Bilingual Students 
Yanling Zhou, Xiuhong Tong, Jianhong Mo, and Catherine McBride-Chang
Chapter 3: Neuropsychological Considerations in Bilingual Assessment: The Underlying Basis of Language Disability 
Rachel W. Robillard
Chapter 4: Implications of Semilingualism for Assessment of the Bilingual Child 
Amanda B. Clinton, Wanda R. Ortiz, and Korah La Serna Guilar
Part II: Practical Implications for Assessment
Chapter 5: Integrated Intellectual Assessment of the Bilingual Student 
Pedro Olvera and Lino Gómez-Cerrillo
Chapter 6: Response to Intervention and Bilingual Learners: Promises and Potential Problems 
Catherine Christo, Erin Crosby, and Michelle Zozaya
Chapter 7: Integrated Social–Emotional Assessment of the Bilingual Child 
Michael R. Hass and Kelly S. Kennedy
Part III: A New Vision: Integrating Concepts in Bilingual Assessment
Chapter 8: Acculturation and Sociocognitive Factors 
Patricio A. Romero and Jennifer Branscome
Chapter 9: Assessing Bilingual Students' Writing 
Jill Fitzgerald, Carol B. Olson, Sandra G. Garcia, and Robin C. Scarcella
Chapter 10: Implications of Bilingualism for Reading Assessment 
Sharolyn D. Pollard-Durodola, Elsa Cárdenas-Hagan, and Fuhui Tong
Chapter 11: An Integrated Approach to the Assessment of the Refugee Student 
Karen Lee Seymour
Afterword 
Amanda B. Clinton
Index
About the Editor

Bilingual children are often referred for assessment to determine if educational or mental health supports are necessary for academic, social-emotional, or personal success. This book explores the interplay between factors impacting English language learners and considers implications for assessment. It advocates for an integrated assessment of bilingual children that considers multiple influences, such as previous education, immigration, acculturation, poverty, trauma, and even structural differences between the child's first and second languages. In line with advances in science, several chapters explore the brain-based relationships between personal experience and language learning.

Amanda B. Clinton, PhD, is an associate professor of psychology at the University of Puerto Rico, where her work focuses on neuropsychology, dual language learning, and social–emotional skill development within a cultural framework. She earned her MEd at the University of Washington and her PhD at the University of Georgia. She is a credentialed school psychologist and a licensed psychologist. As a Fulbright Scholar in Medellín, Colombia, Dr. Clinton researched relationships between language structure and reading acquisition processes. Dr. Clinton has worked with second language learners from various regions of the world, including Central and South America as well as the United States, and has published and presented her work nationally and internationally.