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ERIC Number: ED521569
Record Type: Non-Journal
Publication Date: 2009
Pages: 64
Abstractor: ERIC
Reference Count: 120
Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities
Rivera, Mabel O.; Moughamian, Ani C.; Lesaux, Nonie K.; Francis, David J.
Center on Instruction
This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs) occurs. Then they discuss how English language learners are identified and classified and raise related assessment issues. They follow that with a discussion of issues in identifying English language learners with disabilities and concerns associated with assessing ELLs' academic achievements and their language proficiency accurately. Finally, they review recent research on instruction and interventions for ELLs and offer recommendations for interventions in the context of the Response to Intervention model. They close with some consideration of professional development issues. Appended are: (1) Studies on interventions for children identified with disabilities; and (2) Intervention for students identified as at risk. (Contains 2 tables and 9 footnotes.)
Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Center on Instruction; University of Houston, Texas Institute for Measurement, Evaluation, and Statistics
IES Cited: ED558163