Placement of Young English Language Learners’ (ELLs’) in Reading Support: A Question of ELL Status or Learning Disability

The purpose of my research was to address the following research questions: (1) examine how educators' beliefs and experiences are related to and impact their teaching of English language learners (ELLs), (2) determine if teachers are currently using evidence-based strategies to support reading achievement in ELL students, and (3) examine the relationship between ELL status and learning disability diagnosis.

Across the United States, increasing numbers of children whose first language, culture, and/or heritage is not English are being found in classrooms where English is the primary language in instruction. While teachers may embrace student diversity in their classroom, students are still facing the challenge of overcoming a language barrier to be successful in their academics. Consequently, they may risk failure in increasing literacy demands throughout their education. For educators working with English language learners (ELLs) in education-related settings, the task is to identify the root cause of a student’s reading difficulties which interfere with reading achievement. More specifically, reading difficulties of students with limited English language proficiency and those who may have a concealed learning disability are difficult to distinguish between.

As it is the responsibility of all teachers to ensure their students are receiving the best quality instruction and education, teaching ELLs can be a challenging task. Although this is not a simple task, it is necessary for the reading achievement and placement of ELLs with potential learning disabilities to be appropriately addressed. All teachers must consider instruction that is culturally and linguistically responsive to students' unique language and learning need.

A final copy of my Master's Thesis will be posted in the near future. (May 2018)

Below is the Slideshow of my research where I presented at SCAD (Scholarship and Creative Arts Day) in April 2018.