Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties

Abstract

This chapter presents the summary of research and implications for practice on reading interventions for young English-language learners with reading difficulties. While preventing reading difficulties in monolingual children has been the focus of research over the past several decades, there is less known about the effectiveness of reading instruction on the literacy and oracy outcomes for ELLs who are experiencing difficulties in learning to read. Owing to complications with identification of language and disability, students with language and learning difficulties often have been excluded from research studies, so less is known about the academic achievement and outcome. of ELLs with specific learning difficulties/disabilities. Recent legislative and research activities have been aimed at addressing the learning needs of this population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)