ABSTRACT
This chapter confirms that linguistic and cognitive assessments for minority language children require careful choice among measures to ensure valid results. Dyslexia assessment is a dynamic process which is ultimately intended to help the person with dyslexia. The chapter provides the reader with a background to understanding issues in the assessment of individuals within a second or multilingual context. It identifies the issues that need to be considered when conducting such an assessment and when developing tools to support the assessment practices. An ever-changing geopolitical situation coupled with the need for sustainable development in hot spots around the world has led to international migrations and increasing numbers of children growing up with immigrant origins and speaking several languages. Multilingualism has been a problem in psycho-educational assessment for quite some time. Cross-linguistic research on developmental dyslexia highlights factors such as the consistency between the written form and spoken language as an important aspect in the acquisition of an alphabetic writing system.
