Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Klingner, J. K.
Right arrow Articles by Barletta, L. M.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Klingner, J. K.
Right arrow Articles by Barletta, L. M.
Right arrowPubmed/NCBI databases
Medline Plus Health Information
*Learning Disorders
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

English Language Learners Who Struggle With Reading

Language Acquisition or LD?

Janette K. Klingner

University of Colorado at Boulder, janette.klingner@colorado .edu

Alfredo J. Artiles

Arizona State University

Laura Mendez Barletta

University of Colorado at Boulder

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.

Journal of Learning Disabilities, Vol. 39, No. 2, 108-128 (2006)
DOI: 10.1177/00222194060390020101
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Special EducationHome page
J. A. Preciado, R. H. Horner, and S. K. Baker
Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners
Journal of Special Education, February 1, 2009; 42(4): 227 - 240.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
M. W. Lovett, M. De Palma, J. Frijters, K. Steinbach, M. Temple, N. Benson, and L. Lacerenza
Interventions for Reading Difficulties: A Comparison of Response to Intervention by ELL and EFL Struggling Readers
J Learn Disabil, July 1, 2008; 41(4): 333 - 352.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
V. Shyyan, M. L. Thurlow, and K. K. Liu
Instructional Strategies for Improving Achievement in Reading, Mathematics, and Science for English Language Learners With Disabilities
Assessment for Effective Intervention, June 1, 2008; 33(3): 145 - 155.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
Y.-J. Liu, A. A. Ortiz, C. Y. Wilkinson, P. Robertson, and M. I. Kushner
From Early Childhood Special Education to Special Education Resource Rooms: Identification, Assessment, and Eligibility Determinations for English Language Learners With Reading-Related Disabilities
Assessment for Effective Intervention, June 1, 2008; 33(3): 177 - 187.
[Abstract] [PDF]