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Why Do English Learners Struggle with Reading?


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Table of Contents

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

About the Author

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). Leonard M. Baca is Professor Emeritus at the University of Colorado Boulder. He earned an Ed.D. from the University of Northern Colorado and 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. Professor Baca is founder and Executive Director of the BUENO Center for Multicultural Education where he has directed and managed millions of dollars in grant funded projects promoting the education of ELs and students with disabilities. He is author or co-author of numerous publications dealing with English learners with and without disabilities, including the Bilingual special education interface (Merrill) and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson). 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).


"This book provides a wealth of information on ELs within the RTI process. The authors provide a number of practical checklists that can be used by any school district. Very few books address the topic as well as this one does." -- Jennifer Urbach, Associate Professor
"Each chapter has a consistent focus, with tables and charts consolidating important information that educators can take away." -- Zaline M. Roy-Campbell, Associate Professor

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