Why Do English Learners Struggle With Reading?

Autorentext

John J. Hoover is Associate Research Professor at the University of Colorado Boulder and a former K-12 special educator, teaching diverse students representing multiple languages and cultures in western, southwestern, and mid-western states. He earned a BA in Elementary and Special Education (Intellectual Disabilities), an MA in Learning Disabilities and Emotional Disorders with an emphasis in Reading, and a PhD in Curriculum specializing in Special Education. His research agenda for the past two decades has focused on the topic of culturally and linguistically responsive special education referral and assessment of English language and other diverse learners. He is currently PI on a multi-year grant funded project addressing ELs and multi-tiered supports, special education referral and assessment of culturally and linguistically diverse learners, and graduate level teacher preparation for teaching English language and other diverse learners with and without disabilities. Select recent coauthored/coedited books include: Why do English learners struggle with reading: Distinguishing language acquisition from learning disabilities (Pearson); Linking assessment to instruction in multi-tiered models: A teacher's guide to selecting reading, writing and mathematics interventions (Pearson); Differentiating learning differences from learning and behavioral disabilities: Teaching diverse learners through multi-tiered response to intervention (Allyn & Bacon); and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson Merrill). He also is co-author of a nationally normed reading test, Early Reading Assessment (Pro-Ed), and of a research-based educator self-assessment and professional development tool, Core ESL Instructional Practices (CEIP) Guide. Recent referred journal publications include: Increasing usage of ESL instructional practices in a rural county elementary school, Rural Educator (2015); Culturally responsive special education referrals of English learners in one rural county school district: Pilot project, Rural Special Education Quarterly (2015), and *Reducing unnecessary referrals: Guidelines for teachers of diverse learners, *Teaching Exceptional Children (2012).

Klappentext

Make the right instructional and eligibility decisions to help your English Learners! Do your students' reading difficulties reflect language acquisition issues or a learning disability? Now in an up

Zusammenfassung
This book provides education professionals with the most up-to-date and research-based information on teaching and assessing English Learning students.

Inhalt

Preface
Acknowledgments
About the Authors
Introduction to Second Edition

1. Distinguishing Between Language Acquisition and Learning Disabilities Among English Learners: Background Information
2. Multi-Tiered System of Supports (MTSS) and English Learners
3. Misconceptions About the Second Language Acquisition Process
4. Helping Classroom Reading Teachers Distinguish Between Language Acquisition and Learning Disabilities
5. Select Reading Methods for Teaching English Learners
6. Special Education Assessment of ELs
7. Data-Driven Decision Making: Distinguishing Language Acquisition and Cultural Behavior From a Disability
8. Conclusion: Putting the Pieces Together
   References
   Index