Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches

By R. Wagner, D. Francis, Robin G. Morris. 2005

116 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9bc4e6e0771a12dc2f88766a9c7859cf1861a1fb

How researchers see this paper

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

In Developmental and Educational Psychology

1. Romilia Domínguez de Ramírez
2. E. Shapiro
3. Ilana M. Umansky

Citations in the corpus

• Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms (2006, background): “…examining the rate of Spanish-speaking ELLs’ progress in both English and native languages offers the opportunity to better determine the impact of the bilingual program and to potentially use these data in determining whether Spanish-speaking ELLs have a learning disability (Wagner et al., 2005).”
• Using an Ever–English Learner Framework to Examine Disproportionality in Special Education (2017, background): “One group of studies has analyzed disproportionality among students currently classified as ELs (called current ELs; e.g., Artiles et al., 2005; Sullivan, 2011; Sullivan & Bal, 2013; Wagner et al., 2005).”