The purpose of this study was to determine how a response-to-intervention (RTI) model was implemented with a large percentage of Latino English language learners who were having reading difficulties in an urban elementary school at the primary level (K-2). The authors sought to describe school personnel's perceptions of RTI, what the model looked…

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We…

Narrative abilities of 24 learning disabled (LD) and 27 nondisabled children (ages 7-12.5 years) were compared. Although LD students were able to reconstruct stories as well as were nondisabled students, narrative analysis of both original and retold stories can provide useful information on language skills beyond the sentence level. (Author/DB)