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Chung, Kevin Kien Hoa; Ho, Connie Suk-Han – Journal of Learning Disabilities, 2010
This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children--28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls--participated and were administered…
Descriptors: Reading Difficulties, Learning Problems, Age, Dyslexia
Orosco, Michael John; Klingner, Janette – Journal of Learning Disabilities, 2010
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…
Descriptors: Reading Difficulties, Second Language Learning, Literacy, School Personnel

Gajar, Anna H. – Journal of Learning Disabilities, 1987
Modern Language Aptitude Test scores of regular students (N=244) enrolled in introductory foreign language classes were compared with their foreign language course performance. The fourth and fifth subtests predicted ability to learn a foreign language. Learning disabled (N=51) university students scored poorly on all five subtests. (DB)
Descriptors: Aptitude Tests, Handicap Identification, Higher Education, Learning Disabilities
Klingner, Janette K.; Artiles, Alfredo J.; Barletta, Laura Mendez – Journal of Learning Disabilities, 2006
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…
Descriptors: Second Language Learning, Learning Disabilities, Literacy, English (Second Language)
Barrera, Manuel – Journal of Learning Disabilities, 2006
This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic…
Descriptors: Program Effectiveness, Limited English Speaking, Learning Disabilities, Student Evaluation
Kamps, Debra M.; Greenwood, Charles R. – Journal of Learning Disabilities, 2005
Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and…
Descriptors: Federal Legislation, High Risk Students, Second Language Learning, Grade 1
Ferrari, Marcella; Palladino, Paola – Journal of Learning Disabilities, 2007
A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and…
Descriptors: High Risk Students, Low Achievement, High Achievement, Second Language Learning