Learning Disabilities in English Language learners

Children with learning disabilities (LDs) in reading and English language learners (ELLs) both face the risk of low reading achievement, though for different reasons. Children with genuine LDs in reading have inherent learning challenges, often related to difficulties in phonological processing that affect their ability to identify words. On the other hand, ELLs are generally capable of reading proficiently in their native language but struggle with English literacy due to limited exposure to both spoken and written English. When a child experiences both conditions—having a learning disability while also being an English language learner—the process of identification and intervention becomes particularly complex.

Identification

Assessing English language learners for potential LDs requires considering multiple factors, including their native language and literacy skills, English language proficiency, cultural influences on academic performance, family and developmental history, educational background, and previous reading instruction. Whenever possible, formal assessments should include tests specifically designed for the native language, as direct translations of English tests can be unreliable and should be avoided. Native-language assessments are available for some languages, such as Spanish, but in diverse metropolitan areas where many languages are spoken, formal assessments may not be available for all.

English-language assessments should be interpreted cautiously, as low scores may stem from limited exposure to English rather than a learning disability. However, the right assessments can still be valuable in guiding educational planning. For example, if an ELL suspected of having a learning disability scores poorly on an English vocabulary test, it may be unclear whether this reflects a language disorder or simply a lack of English exposure. Regardless, the results indicate that the child would benefit from targeted vocabulary instruction.

Parent-provided information about the child’s history should supplement formal assessments. Parents can provide insights into whether their child experienced delays in learning to speak their native language, the child’s and family’s educational background—including opportunities for literacy development and school attendance patterns—and any medical conditions, such as hearing or vision impairments, that could affect language and literacy development.

For an English language learner struggling with reading in English, certain patterns may indicate the presence of a learning disability:

• The child has a history of oral language delays or disabilities in their native language.
• The child has faced challenges in developing literacy skills in their native language, despite receiving adequate instruction.
• There is a family history of reading difficulties among parents, siblings, or close relatives, assuming they had sufficient opportunities to learn to read.
• The child exhibits specific language weaknesses, such as poor phonemic awareness, in both their native language and English. However, these difficulties may present differently depending on the language’s structure; for instance, Spanish is more transparent than English, so a child with phonological weaknesses may be able to decode words more accurately in Spanish than in English.
• The child has received research-based, high-quality reading intervention tailored for English language learners but continues to make insufficient progress compared to peers with similar backgrounds.
  

  Remediation

  Research suggests that English language learners with learning disabilities (LDs) can benefit from the same interventions that support monolingual children with LDs. These include explicit instruction in phonemic awareness, structured and systematic phonics instruction, direct teaching of comprehension strategies, and peer-assisted learning. However, the role of native-language instruction in the early stages of learning remains a topic of ongoing debate.

  In addition to these general interventions, ELLs with LDs have unique instructional needs related to their status as English learners. They require a strong focus on English vocabulary development and the use of sheltered English techniques to enhance comprehension. Sheltered English strategies include using visual aids such as props, pictures, gestures, and facial expressions to reinforce meaning, encouraging students to expand and elaborate on their responses to improve oral expression, and structuring verbal input to match their level of understanding.

  While there is still much to learn about ELLs with LDs, this area is receiving growing attention from researchers, with multiple studies underway. Future research will continue to expand our understanding of the most effective methods for identifying and teaching English language learners with learning disabilities.

  Examples of Sources

  Peer-Reviewed Journal Articles:

  • Chiappe, P., Siegel, L. S., & Wade-Woolsey, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.
  • Gerber, M. M., & Durgunoglu, A. Y. (2004). Reading risk and intervention for young English learners (special series). Learning Disabilities Research and Practice, 19, 199-272.
  • Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children: Beliefs and research evidence. Dyslexia, 6, 13-28.
  • Gunderson, L., & Siegel, L. S. (2001). The evils of the use of IQ tests to define learning disabilities in first- and second-language learners. The Reading Teacher, 55, 49-55.
  • McCardle, P., Mele-McCarthy, J., Cutting, L., & Leos, K. (2005). Learning disabilities in English language learners: Research issues and future directions (special series). Learning Disabilities Research and Practice, 20, 1-78.
  • Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71, 231-247.

  Additional Useful Sources:

  • August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press.
  • Bruck, M., Genesee, F., & Caravolas, M. (1997). A cross-linguistic study of early literacy acquisition. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.
  • Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Brookes Publishing Co.
  • Gersten, R., & Baker, S. (2003). English language learners with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 94-109). New York: Guilford.
  • Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press.