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Teaching English Language Learners At Risk for Reading Disabilities to Read: Putting Research into Practice
Author(s) -
Vaughn Sharon,
Mathes Patricia G.,
LinanThompson Sylvia,
Francis David J.
Publication year - 2005
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2005.00121.x
Subject(s) - ell , psychological intervention , reading (process) , psychology , learning disability , intervention (counseling) , at risk students , english language learner , english language , mathematics education , response to intervention , medical education , teaching method , pedagogy , special education , linguistics , developmental psychology , vocabulary development , medicine , philosophy , psychiatry
The purpose of this article is to describe features of interventions that are empirically validated for use with first‐grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral language and reading abilities with struggling readers who are ELLs taught in either Spanish or English are described as a means to assist school districts and teachers in defining and implementing effective interventions for ELLs at risk for reading difficulties. The interventions described may be useful to educators seeking information about Response to Intervention as a means of identifying ELLs who require services for learning disabilities.