Learning Disabilities in English Language Learners: Identifying the Issues

By P. McCardle, Joan A. Mele-McCarthy, Laurie E. Cutting, Kathleen Leos, Tim D'Emilio. 2005

185 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, background): “Otherwise, it will be difficult to determine whether ELs who struggle to learn to read do so because appropriate instruction is not in place (L. S. Fuchs, 2003; Vaughn, Mathes, Linan-Thompson, & Francis, 2005) or because of language or learning deficits (McCardle et al., 2005).”
The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention (2011, background): “The accuracy of these clinical judgments is crucial, given that 56% of ELLs in special education are served under an LD classification (Zehler et al., 2003); the majority of these students have been identified as having reading disabilities (McCardle et al., 2005).”
Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches (2005, methodology): “McCardle et al. (2005) report data from an Ofﬁce of English Language Acquisition study that indicate an increase in identiﬁcation of English language learners with learning disabilities in grades 4 through 6.”