NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ794320
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: Author
Reference Count: 50
ISSN: ISSN-1534-5084
From Early Childhood Special Education to Special Education Resource Rooms: Identification, Assessment, and Eligibility Determinations for English Language Learners with Reading-Related Disabilities
Liu, Yi-Juin; Ortiz, Alba A.; Wilkinson, Cheryl Y.; Robertson, Phyllis; Kushner, Millicent I.
Assessment for Effective Intervention, v33 n3 p177-187 2008
Results of an exploratory study of eligibility decisions made for 19 Spanish-speaking English language learners (ELLs), who qualified for special education in early childhood and subsequently received special education reading instruction, are reported. Full and individual evaluations revealed that only 9 students demonstrated significant Intelligence Quotient-reading achievement discrepancies. Because the study's purpose was to describe characteristics of ELLs with reading-related learning disabilities (LD), these students became the focus of analyses. After examining data from students' school records, an expert panel concluded that 1 student had reading-related LD, 3 had disabilities other than LD, and 5 had problems that could be explained by other factors. Issues associated with the special education identification process for ELLs are discussed and recommendations for improving practice are offered. (Contains 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A