Development and validation of a screener for English learning difficulties among Chinese second-language learners

Early identification of English learning difficulties (ELD) is essential for providing timely intervention for Chinese students learning English as a second language (ESL). Although standardized assessments offer comprehensive cognitive-linguistic profiles, their lengthy administration time limits their use for universal screening. Grounded in the Component Model of Reading, this study developed and validated the Hong Kong Behaviour Checklist of English Learning Difficulties for Junior Primary School Students (Primary 2 and 3) (BCL‑PE(J)), a 20‑item teacher‑rated checklist that can be completed in under 10 minutes. Participants were 331 Primary 2 and 3 Chinese students learning ESL and their English teachers from 16 local primary schools in Hong Kong. Exploratory and confirmatory factor analyses supported a theoretically coherent four‑factor structure encompassing reading and spelling, writing, oral communication, and attention and memory, reflecting both literacy and non‑literacy components of English learning. The BCL‑PE(J) demonstrated excellent internal consistency, as well as strong convergent and discriminant validity. Logistic regression and Receiver Operating Characteristic analyses showed that the BCL‑PE(J) significantly predicted ELD status as identified by the Hong Kong Test of English Reading and Writing for Junior Primary School Students (Primary 2 and 3). An optimal cut‑off score of 46 yielded high sensitivity (89%) and moderate specificity (60%), prioritizing the identification of at‑risk students and minimizing false negatives within a Tier 1 Response to Intervention framework. Overall, the findings indicate that the BCL‑PE(J) is a psychometrically robust and time‑efficient universal screener that effectively bridges classroom‑based teacher observation and subsequent comprehensive identification of ELD in Chinese ESL learners.