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ERIC Number: EJ1109183
Record Type: Journal
Publication Date: 2016-Sep
Pages: 5
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1053-4512
Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities
Rubin, Daniel Ian
Intervention in School and Clinic, v52 n1 p34-38 Sep 2016
The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even greater challenge. The process of repeated reading has been beneficial for many students with LD, yet there is little information regarding its effect on ELL students. This column discusses the use of a fluency-based reading intervention with elementary-level, Spanish-speaking ELL students with specific LD.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)