Classroom data and observations indicate that a new student who is an English learner (EL) struggles with comprehension skills and has difficulty following directions, retelling a story, and understanding figurative language. Which of the following can best help the teacher determine whether the student might be showing signs of a disability or is struggling because of a language barrier?

Curriculum-based assessments primarily evaluate a student's performance in relation to the educational content being taught. While helpful for tracking progress, these assessments may not accurately reveal whether comprehension issues are due to a language barrier or a learning disability, particularly if the student is still grappling with English language proficiency.

Standardized assessments often provide a broad measure of student performance but can be biased against English learners. These tests typically reflect cultural and linguistic norms that may not align with the experiences of an EL student, potentially leading to misinterpretations of their abilities and challenges.

While modifying assessments can help make them more accessible, it does not directly address the potential language barrier. Simplification may improve clarity but still does not confirm whether the student is struggling with comprehension due to a learning disability or language difficulties. Thus, this approach may mask underlying issues rather than clarify them.