English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice

Abstract

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.The purpose of this special issue of Learning Disabilities Research and Practice (LDR&P) is to illuminate and underscore the complexity of identifying learning disabilities (LD) in English Language Learners (ELLs). A second goal is to map out some of the research areas that must be addressed. The articles comprising this special issue were crafted to identify the critical issues confronting the field, discuss the approaches to research that should be applied to these complex issues, and indicate the direction that future research should take if we are to decrease both the underreferral and the overreferral of ELLs for special education and accurately identify those ELLs who require special education assistance. We hope that the information presented will stimulate additional research and foster the interdisciplinary collaborations that are essential for the development of a comprehensive and productive research program.Although little is known about LDs in ELLs, there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. To most efficiently move forThe assertions and opinions contained herein represent those of the authors and of their symposium participants as recorded and interpreted by the authors; they should not be taken as representing official policies of the NICHD, NIH, OSERS, OELA, or the U.S. Departments of Health & Human Services and Education.Requests for reprints should be sent to Peggy McCardle, Ph.D., MPH, NICHD, 6100 Executive Blvd. Suite 4B05, Rockville, MD 20852-7510. Electronic inquiries may be sent to pm43q@nih.gov. ward with research on this important but underresearched subgroup of the U.S. population, we must build upon that knowledge base to inform the identific...

The Role of Explicit Instruction and Instructional Design in Promoting Phonemic Awareness Development and Transfer From Spanish to English

“…read (McCardle, Lele-McCarthy, & Leos, 2005;Vaughn, Mathes, LinanThompson, & Francis, 2005), and these reading difficulties often emerge early and persist across the grades.…”

Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities

“…According to McCardle, Mele-McCarthy, and Leos (2005), understanding and attending to cultural and contextual factors of ELLs with SLD is essential and should be included in the research agenda for gaining more knowledge about learning disabilities in ELLs. Teachers must explore and learn to respond to students using culturally responsive instruction, while promoting and cultivating meaningful relationships, in order to ensure an appropriate learning environment for Latino students (Antrop-Gonzailez & De Jesus, 2006;Garza, 2009;Pang, 2005;Pizarro, 2005).…”

Estudio exploratorio sobre dificultades en el aprendizaje de una segunda lengua: la opinión del profesorado

“…Según argumentan diferentes autores, las dificultades que presentan algunos individuos para aprender una segunda lengua serían generalizadas y se deberían a diferentes combinaciones de causas (McCardle, Mele-McCarthy y Leos, 2005;Lyon, citado en DiFino y Lombardino, 2004). Estas causas estarían relacionadas con los factores ambientales, del docente e individuales, como los descritos anteriormente.…”

“…En este sentido, autores como García Mata (2001), consideran la DA de una segunda lengua como un problema específico de tipo cognitivo, más que por un problema general de toda actividad lingüística. Para Flax (citado en McCardle, Mele-McCarthy, y Leos, 2005), las dificultades en lengua extranjera podrían ser específicas aunque en muchas ocasiones son compensadas con motivación y una buena estimulación. Por último, Dulay (citado en Martín, 2000) argumenta que existen errores concretos de la segunda lengua (entre un 5% y un 25% los errores cometidos) que podrían atribuirse a una DA específica.…”