Why Do English Language Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities [Paperback]

Janette Kettmann Klingner (Author), John J. Hoover (Author), Leonard M. Baca (Author)

Book Description

ISBN-10: 1412941474 | ISBN-13: 978-1412941471 | Publication Date: March 20, 2008

This guide includes assessment techniques, instructional tips, and practical strategies to determine whether reading difficulties in ELLs are related to language acquisition or to learning disabilities.

Editorial Reviews

Review

"Tackles the very difficult issue of why ELLs are disproportionately represented in special education and how, as educators, we need to look at our assessments to verify that there is a true need for referral versus a lack of understanding of the language acquisition process." (Christine Engel, ESL Teacher )

"Distinguishing learning disabilities from language acquisition issues has always been difficult. This book is relevant to many educators." (James Becker, ELL Teacher )

"We need better assessment strategies to determine learning disabilities in ELL students. This book is highly relevant as not only does it address this issue, but offers practical suggestions and approaches to remedy the problem." (Anne Beveridge, Coordinator of Primary Years Program )

About the Author

John J. Hoover is a former K-12 special education teacher for students with learning disabilities and emotional/behavior disorders in several states in the Midwest, West, and Southwest. Publications include his forthcoming book, Differentiating Learning Differences from Learning and Behavioral Disabilities: Teaching diverse learners through multi-tiered response to intervention (Allyn & Bacon), and recent books coauthored/coedited include Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners (Pearson Merrill); Curriculum Adaptations for Students with Learning and Behavior Problems: Differentiating instruction to meet diverse needs (Pro-Ed); and Teaching Study Skills to Students with Learning Problems (Pro-Ed). His forthcoming tests include the Early Literacy Measure (Pro-Ed) and the Behavior Skills Rating System (Pro-Ed). He earned a BA in elementary and special education (mental retardation), an MA in learning disabilities and emotional disorders with an emphasis in reading, and a PHD in curriculum, specializing in special education.

Janette K. Klingner was a bilingual special education teacher for ten years before earning a PhD in Reading and Learning Disabilities from the University of Miami. Her recently coauthored or coedited books include Teaching Reading Comprehension to Sudents With Learning Difficulties (Guilford Press), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners (Merrill/Prentice Hall), Case Studies in the Social Construction of Disability: Minority Students in Special Education (Teachers College Press), Evidence-Based Practices for Response to Intervention (Brookes), and Why Are so Many Minority Students in Special Education?: Understanding Race and Disability in Schools (Teachers College Press).

Leonard M. Baca has been a professor of education at the University of Colorado-Boulder since 1973. He has taught courses in bilingual and bilingual special education and served as the program chair. Baca is founder and director of the BUENO Center for Multicultural Education. He is the author of The Bilingual Special Education Interface (Merrill/Prentice Hall, 2004) and several articles dealing with English Language Learners with disabilities. He earned his EdD from the University of Northern Colorado.

Product Details

• Paperback: 152 pages
• Publisher: Corwin Press (March 20, 2008)
• Language: English
• ISBN-10: 1412941474
• ISBN-13: 978-1412941471
• Product Dimensions: 10.6 x 7.1 x 0.7 inches
• Shipping Weight: 11.2 ounces (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (2 customer reviews)
• Amazon Best Sellers Rank: #63,993 in Books (See Top 100 in Books)

More About the Author

John J. Hoover is a Research Associate and Adjunct Faculty in the Graduate School of Education at the University of Colorado, Boulder. He is a former special education teacher and supervisor, having taught learners with high- and low-incidence disabilities in grades K-12 in the public schools and also alternative educational settings. Dr. Hoover's current research, writing and professional development topics of interest include: response to intervention, curriculum differentiation, and the assessment of culturally and linguistically diverse learners.

Customer Reviews

Most Helpful Customer Reviews

2 of 2 people found the following review helpful:

5.0 out of 5 stars Good book for teachers & administrators not trained in ELL education, July 16, 2009

By 

E. Harrell - See all my reviews
(REAL NAME)   

This review is from: Why Do English Language Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities (Paperback)

This is an excellent book for those who have not been trained in working with ELL students. For those who have already been trained, this does not add a whole lot more, although it helped reframe or reinforce some ideas.

3.0 out of 5 stars So So book on English Language Learners and Learning Disability, June 5, 2011

By 

Lynn Ellingwood "The ESOL Teacher" (Webster, NY United States) - See all my reviews
(VINE VOICE)    (REAL NAME)   

Amazon Verified Purchase

This review is from: Why Do English Language Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities (Kindle Edition)

OK book on how to differentiate between a child learning English as a academic language and a child who also has a learning disability. The book reads like an academic paper provides good information on people learning English but has a strong bent towards the fashionable language of the current academic climate and I don't think it will help students, parents or educators decide who has a learning disability anymore than past books have. The author seems to be more anxious about backing up her sources, even when they don't quite jell together into a whole than really writing a good insightful book on her subject. Guess we could have just read her tables and charts.