The assertions and opinions contained herein represent those of the authors and of their symposium participants as recorded and interpreted by the authors; they should not be taken as representing official policies of the NICHD, NIH, OSERS, OELA, or the U.S. Departments of Health & Human Services and Education.
English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice
Version of Record online: 11 JAN 2005
Learning Disabilities Research & Practice
Volume 20, Issue 1, pages 68–78, February 2005
How to Cite
McCardle, P., Mele-McCarthy, J. and Leos, K. (2005), English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice. Learning Disabilities Research & Practice, 20: 68–78. doi: 10.1111/j.1540-5826.2005.00122.x
- Issue online: 11 JAN 2005
- Version of Record online: 11 JAN 2005
Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.