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Assessment for Effective Intervention
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From Early Childhood Special Education to Special Education Resource Rooms

Identification, Assessment, and Eligibility Determinations for English Language Learners With Reading-Related Disabilities

Yi-Juin Liu

Juniper Gardens Children's Project, juin{at}ku.edu

Alba A. Ortiz

University of Texas-Austin

Cheryl Y. Wilkinson

University of Texas-Austin

Phyllis Robertson

University of Texas-Austin

Millicent I. Kushner

University of Maryland-College Park

Results of an exploratory study of eligibility decisions made for 19 Spanish-speaking English language learners (ELLs), who qualified for special education in early childhood and subsequently received special education reading instruction, are reported. Full and individual evaluations revealed that only 9 students demonstrated significant Intelligence Quotient–reading achievement discrepancies. Because the study's purpose was to describe characteristics of ELLs with reading-related learning disabilities (LD), these students became the focus of analyses. After examining data from students' school records, an expert panel concluded that 1 student had reading-related LD, 3 had disabilities other than LD, and 5 had problems that could be explained by other factors. Issues associated with the special education identification process for ELLs are discussed and recommendations for improving practice are offered.

Key Words: English language learners • reading disability • assessment • early childhood

Assessment for Effective Intervention, Vol. 33, No. 3, 177-187 (2008)
DOI: 10.1177/1534508407313247
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