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ERIC Number: ED507842
Record Type: Non-Journal
Publication Date: 2009-May
Pages: 57
Abstractor: As Provided
Reference Count: 125
ISBN: N/A
ISSN: N/A
English Language Learners with Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda. Research Report. ETS RR-09-20
Shore, Jane R.; Sabatini, John
Educational Testing Service
The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to synthesize the research that aims to address the topic, focusing on the following three questions: (1) How does one identify reading difficulties/disabilities (RD) in individuals who are learning the English language?; (2) What needs to be done to aid in identifying RD in ELLs?; and (3) What does one do with this information to support the English reading instruction of ELLs with RD? The first section of the report covers basic terminology and gives an overview of the problem. The second section presents some of the challenges in distinguishing between what might be normal ELL language development from what might be identified as a disability or difference. The third section reviews reading difficulties in various languages and then focuses on reading difficulties when learning a second language. The fourth section provides an overview of the issues surrounding the process of identifying reading difficulties or differences in ELLs. The challenges begin at referral to services and span to measurement of disabilities. The fifth section provides information on interventions and the application of information gained through assessment. The sixth section, the conclusion, points to key considerations related to the identification of RD in ELLs on the K-12 level, especially in the area of the definition, measurement, and instruction of ELLs identified with RD. It also examines the potential for further development and research of assessment and effective instructional programs. Key findings and implications are summarized in the areas of RDs, referral, current assessment, assessments in development, instructional practices, and teacher preparation. (Contains 16 notes.)
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Publication Type: Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service
IES Cited: ED558163