This study tentatively developed an iPad-version assessment to identify novice English learners with reading and writing difficulties. The iPad-version assessment was given to 241 junior high school students with its equivalent paper-version assessment. The data collection was deliberately planned to counterbalance difficulties of the two tests (the iPad version and the paper version) and their order effect. The data was analyzed using two-way ANOVA. The results show the followings: 1) auditory reception scores are not significantly different between the iPad version and the paper version, 2) orthographic reception scores are significantly different between the versions with small effect sizes, and 3) orthographic production scores are significantly different between the versions with large effect sizes.
