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Journal of Learning Disabilities
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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
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