TPRI & Tejas LEE
Yes. The TPRI is designed for use with students who receive reading instruction in English. If ELL students are proficient enough in English to understand the directions that are given to them (which must be given in English), then administering the TPRI is likely to produce at least some instructionally relevant information for the teacher. However, if a student is unable to understand the directions for a particular task, then it will be impossible to assess whether the student's poor performance on the task is due to language or to reading deficits.
Both the TPRI and the Tejas LEE were developed for the purpose of providing educators with instruments that fulfill the early reading assessment requirement established by the Federal No Child Left Behind Legislation, and by the Texas Education Code 28.006. Because of their common focus on early reading skill and comprehension development, the TPRI and Tejas LEE do share some similar tasks and formats as well as a similar administration schedule.
The TPRI is not a translation of the Tejas LEE, and the Tejas LEE is not a translation of the TPRI. The Tejas LEE is also not a Spanish version of the TPRI. The most important difference between the two instruments is that they do not assess exactly the same set of reading skills. The TPRI captures significant skills and steps in the development of English reading. The Tejas LEE captures significant skills and steps in the development of Spanish reading. In addition, the TPRI and the Tejas LEE were developed and piloted on different populations of students. Therefore, it is not possible to compare results from the TPRI with results from the Tejas LEE. The TPRI should be used only to examine student performance in English and to plan English reading instruction. The Tejas LEE should be used only to examine student performance in Spanish and to plan Spanish reading instruction.
Email questions about Tejas LEE to TejasLEE.Info@times.uh.edu.