English language learners struggling to learn to read: Emergent scholarship on linguistic differences and learning disabilities

Journal of Learning Disabilities

Volumn 39, Issue 5, 2006, Pages 386-389

  Klingner, Janette ^a   Artiles, Alfredo J ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33749246435     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/00222194060390050101     Document Type: Article

References (24)

1. Algozzine, B., Christenson, S., & Ysseldyke, J. (1982). Probabilities associated with the referral to placement process. Teacher Education and Special Education, 5, 19-23.
2. Artiles, A. J.; & Trent, S. C. (2000). Representation of culturally/linguistically diverse students. In C. R. Reynolds, & E. Fletcher-Jantzen (Eds.), Encyclopedia of special education, Vol. 1 (2nd edition; pp. 513-517). New York: John Wiley & Sons.
3. August, D., & Hakuta, K. (Eds.).(1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
4. Collier, C., & Hoover, J. J. (1987). Sociocultural considerations when referring minority children for learning disabilities. Learning Disabilities Focus, 3(1), 39-45.
5. Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
6. Education Statistics Quarterly. (2000). High school dropouts, by race/ethnicity and recency of migration. Education Statistics Quarterly, 2(3), 25-27.
7. Garcia, S. B., & Ortiz, A. A. (1988, June). Preventing inappropriate referrals of language minority students to special education. FOCUS/NCBE, 5, 1-17.
8. Harry, B., & Klingner, J. K. (in press). Crossing the border from normalcy to disability: Culturally and linguistically diverse students and the special education placement process. New York: Teachers College Press.
9. Jiménez, J. E., Siegel, L. S., & Lopez, M. R. (2003). The relationship between IQ and reading disabilities in English-speaking Canadian and Spanish children. Journal of Learning Disabilities, 36, 15-23.
10. Klingner, J., & Artiles, A. J. (2003). Bilingual special education: Contemporary challenges and prospective solutions. Educational Leadership, 61(2), 66-71.
11. Klingner, J. K., Artiles, A. J., Kozleski, E., Zion, S., Harry, B., Tate, W., Zamora Durán, G., & Riley, D. (in press). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Educational Policy Analysis Archives.
12. Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity. Educational Researcher, 31, 3-12.
13. Oller, J. W., Jr. (1991). Language testing research: Lessons applied to LEP students and programs. In Proceedings of the first research symposium on limited English proficient students' issues: Focus on evaluation and measurement: Vol. 1 (pp. 42-123). Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs.
14. Ortiz, A. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities (30), 321-332.
15. Ortiz, A., García, S., Holtzman, W., Polyzoi, E., Snell, W., Wilkinson, C., & Willig, A. (1985). Characteristics of limited English proficient Hispanic students in programs of the learning disabled: Implications for policy, practice and research. Austin: University of Texas, Handicapped Minority Research Institute on Language Proficiency.
16. Ortiz, A., Garcia, S., Wheeler, D., & Maldonado-Colón, E. (1986). Characteris tics of limited English proficient students served in programs for the speech and language handicapped: Implications for policy, practice and research. Austin: University of Texas, Handicapped Minority Research Institute on Language Proficiency.
17. Ortiz, A. A., & Maldonado-Colon, E. (1986). Recognizing learning disabilities in bilingual children: How to lessen inappropriate referrals of language minority students to special education. Journal of Reading, Writing and Learning Disabilities International 2(1), 43-56.
18. Salend, S. J., Garrick Duhaney, L. M., & Montgomery, W. (2002). A comprehensive approach to identifying and addressing issues of disproportionate representation. Remedial and Special Education, 23(5), 289-299.
19. U.S. Department of Education. (2003, June). Key Indicators of Hispanic Student Achievement: National Goals and Benchmarks for the Next Decade. Retrieved June 27, 2003, from http://www.ed.gov/pubs/ hispanicindicators/
20. U.S. Census Bureau. (2001, April 2). U S. Census Bureau, Population Division. Retrieved March 26, 2003, from http://www.census.gov/population/www/ cen2000/phc-t1.html
21. U.S. Census Bureau. (2003, February, 25). U.S. Census Bureau, Population Division. Retrieved March 26, 2003, from http://www.census.gov/population/www/ cen2000/phc-t20.html
22. Wagner, R. K., Francis, D. J., & Morris, R. D. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research & Practice, 20(1), 6-15.
23. Ysseldyke, J. (2001). Reflections on a research career: Generalizations from 25 years of research on assessment and instructional decision making. Exceptional Children, 67 (3), 295-309.
24. Zehler, A., Fleischman, H., Hopstock, P., Stephenson, T., Pendzick, M., & Sapru, S. (2003). Policy report: Summary of findings related to LEP and SPED-LEP students. Submitted by Development Associates, Inc. to U.S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement of Limited English Proficient Students.