Concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities.
Children with learning disabilities (LDs) in reading and youngsters who are English language learners (ELLs) both are at risk for low reading achievement, but for different reasons.
How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?
Recommended books
Focus on teaching vocabulary and phonological awareness skills, the most important skills your bilingual students need for overall English proficiency and literacy. This resource gives you activities and materials based on a hierarchy of second language acquisition. You’ll get teaching strategies, intervention activities, thematic vocabulary units, IEP goals and benchmarks, vocabulary pictures, vocabulary word cards, and reproducible treatment activities. A handy recording form is included to help you get baseline measures for vocabulary recognition and to check progress along the way.
