Contents

1. Preface
2. Acknowledgments
3. About the Authors
4. Introduction to Second Edition
5. 1. Distinguishing Between Language Acquisition and Learning Disabilities Among English Learners: Background Information
   1. EL Demographics
      1. Teacher Shortages
      2. Students With Limited/Interrupted Formal Education (SLIFEs)
   2. ELs and Disproportionate Representation
   3. The Evolving Learning Disabilities Category
      1. Historical Overview About LD
      2. Contemporary Perspective About LD
   4. What We Know From Research on ELs With LD
      1. The LD Definition and ELs
      2. Review of Changing Demographics and Educational Features
   5. Summary
6. 2. Multi-Tiered System of Supports (MTSS) and English Learners
   1. Vignette: Culturally and Linguistically Responsive Multi-Tiered System of Supports
   2. Overview of MTSS
   3. MTSS: A Way of Thinking
   4. Assumptions Underlying MTSS That May Be Problematic With ELs
      1. Assumption 1
      2. Assumption 2
      3. Assumption 3
   5. Practical Applications
      1. Practical Application 1: Rural School District Model
      2. Practical Application 2: Marble Mountain Elementary School
   6. Lessons Learned From Practical Examples for Educating ELs
   7. Summary
7. 3. Misconceptions About the Second Language Acquisition Process
   1. What We Know About Second Language Acquisition
   2. Second Language Acquisition Misconceptions
      1. Misconception 1
      2. Misconception 2
      3. Misconception 3
      4. Misconception 4
      5. Misconception 5
      6. Misconception 6
      7. Misconception 7
      8. Misconception 8
      9. Misconception 9
   3. Summary
8. 4. Helping Classroom Reading Teachers Distinguish Between Language Acquisition and Learning Disabilities
   1. Vignette: The Changing School Environment
   2. Standards-Based Education and Reading
   3. The “Five Big Ideas” of Reading
      1. Phonological Awareness
      2. Alphabetic Principle
      3. Fluency
      4. Vocabulary
      5. Reading Comprehension
      6. Two More “Big Ideas”
   4. Oral Language
   5. Motivation
   6. Decision Points When Students Struggle With Reading
   7. Summary and a Caveat
9. 5. Select Reading Methods for Teaching English Learners
   1. Vignette: Examining Effective Reading Curriculum for ELs
   2. Method 1: Language Experience Approach (LEA)
      1. Steps/Procedures
      2. Skills Emphasized
      3. Considerations for Use With English Learners
   3. Method 2: Repeated Readings
      1. Steps/Procedures
      2. Skills Emphasized
      3. Considerations for Use With English Learners
   4. Method 3: Reciprocal Teaching
      1. Steps/Procedures
      2. Skills Emphasized
      3. Considerations for Use With English Learners
   5. Method 4: Collaborative Strategic Reading (CSR)
      1. Steps/Procedures
      2. Skills Emphasized
      3. Considerations for Use With English Learners
   6. Method 5: Instructional Conversations (IC)
      1. Steps/Procedures
      2. Skills Emphasized
      3. Considerations for Use With English Learners
   7. Method 6: Classwide Peer Tutoring
      1. Steps/Procedures
      2. Skills Emphasized
      3. Considerations for Use With English Learners
   8. Summary
10. 6. Special Education Assessment of ELs
    1. Vignette: Culturally and Linguistically Responsive Assessment Procedures
    2. What Constitutes an Appropriate EL Referral?
    3. EL Test Issues and Special Education Eligibility
    4. Linguistic Features
    5. Linguistic Misalignment: Assessment Implications for Educators
    6. Dialect and Register
       1. Dialect and Language
       2. Register and Language
       3. Assessment Implications for Educators
    7. Linguistic Misalignment: Assessment Implications for Educators
    8. Experiential Background With Linguistic Features
    9. Authentic Assessment
       1. Curriculum-Based Measurement (CBM)
       2. Dynamic Assessment (DA)
    10. Summary
11. 7. Data-Driven Decision Making: Distinguishing Language Acquisition and Cultural Behaviors From a Disability
    1. Vignette: Culturally and Linguistically Responsive Data-Based Decision Making
    2. Data-Driven Decision Making
       1. Second Language Acquisition (SLA) and Decision Making
       2. Culture-Based Behaviors and Decision Making
    3. Cultural and Linguistic Differences and Disability Decision Making
       1. Gathering Relevant Student Data
    4. Evidence-Based Interventions and Multi-Tiered Instruction
    5. Multi-Tier Teams and the Decision-Making Process
       1. Nondiscriminatory Progress Monitoring
    6. Summary
12. 8. Conclusion: Putting the Pieces Together
    1. Summary of Thematic Perspectives
       1. Theme: Multi-Tiered System of Supports (MTSS)
       2. Theme: Universal Screening
       3. Theme: Progress Monitoring
       4. Theme: Formal Assessment
       5. Theme: Evidence-Based Interventions
       6. Theme: Teacher Preparation and Professional Development
    2. Practical Applications of Suggested Interventions
       1. Application: Learning Disabilities or English Language Development?
       2. Application: Avoiding Misconceptions About ELs
       3. Application: Effective Implementation of MTSS With ELs
       4. Application: Putting Effective Literacy Instruction Into Practice
       5. Application: Role of Data-Driven Decision Making
       6. Application: Problem-Solving Teams
       7. Application: Avoiding Assessment Pitfalls With ELs
    3. Putting the Pieces Together
    4. Concluding Thoughts on Future Directions
13. References
14. Index