English Language Learners With Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda

Abstract

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? 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. 1The 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.

An Exploration of EFL Teachers’ Experience with Learning Disability Training

“…Often the errors made by students with learning disabilities and the errors committed by second-language learners overlap (Case & Taylor, 2005;Cohan & Honigsfeld, 2012;Klingner, 2014). Additionally, a student's struggles in the English language classroom are sometimes mis-identified as a learning disability when they are, in fact, the result of other causes (Abedi, 2006;Artiles & Ortiz, 2002;Artiles et al, 2005;McCardle et al, 2005;Shore & Sabatini, 2009). Some English language learners have been diagnosed with a learning disability when their scholastic underperformance is the result of not having had an adequate opportunity to develop language and literacy skills rather than the presence of a learning disability (Klingner & Eppollito, 2014).…”

“…Some English language learners have been diagnosed with a learning disability when their scholastic underperformance is the result of not having had an adequate opportunity to develop language and literacy skills rather than the presence of a learning disability (Klingner & Eppollito, 2014). Although there is an extensive amount of literature on learning disabilities and an extensive amount of literature on second-language acquisition, not much is known about learning disabilities amongst second-language learners (Klingner et al, 2006;Shore & Sabatini, 2009).…”

Learning and assessment of adult reading literacy.

“…She added, "Little light is shed on the possibility of accurately and effectively identifying in adult ELLs what are known as LD in our (U.S.) culture, or even reading disabilities (RD) across languages" (p. 74). In the second, Shore and Sabatini (2009) reviewed the literature on distinguishing ELLs with reading disabilities from those simply learning English. The review addressed topics of language acquisition, the relationship of phonology and orthography in reading development, issues in identifi cation and assessment, and intervention research.…”

Planning to co-teach with ELL teachers

“…The suburb in this study typified the challenges currently faced by U.S. teachers responsible for growing populations of English learners in their classrooms (NCES, 2006;Short & Fitzsimmons, 2007;Shore & Sabatini, 2009). Within the last ten years, the ELL population in this school district had increased by 52%, and 59.2% of students within the proposed school (both ESL and non-ESL) qualified for free and reduced lunch.…”

“…English learners face challenges in both the acquisition of the English language as well as academic content knowledge (Short & Fitzsimmons, 2007). Educators of English learners struggle to support students' progress in their academic English proficiency as well as identify effective assessments to measure students' academic growth (Shore & Sabatini, 2009;Short & Fitzsimmons, 2007).…”