Teaching Emerging Bilingual Students With a Reading Disability.
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| Title: | Teaching Emerging Bilingual Students With a Reading Disability. |
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| Authors: | Mauer, Emily1 (AUTHOR) emauer@utexas.edu |
| Source: | Teaching Exceptional Children. Mar/Apr2026, Vol. 58 Issue 4, p216-222. 7p. |
| Subject Terms: | *Reading disability, *Bilingual education, *Comprehension testing, *Word recognition, *Teaching methods, *Inclusive education, *Elementary education, *Study skills |
| Abstract: | The article focuses on instructional strategies to support emergent bilingual learners with reading disabilities in early elementary classrooms. It highlights the challenges teachers face when differentiating instruction for students who are both learning a new language and have reading difficulties, advocating for a proactive, inclusive approach that integrates culturally sustaining pedagogy and evidence-based reading practices. Key instructional components include creating an inclusive environment, building background knowledge, explicit vocabulary instruction, systematic word reading, and comprehension skills through interactive read-alouds. These strategies, while tailored to emergent bilingual students with disabilities, are presented as effective for all learners and can reduce the need for extensive remedial interventions. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on instructional strategies to support emergent bilingual learners with reading disabilities in early elementary classrooms. It highlights the challenges teachers face when differentiating instruction for students who are both learning a new language and have reading difficulties, advocating for a proactive, inclusive approach that integrates culturally sustaining pedagogy and evidence-based reading practices. Key instructional components include creating an inclusive environment, building background knowledge, explicit vocabulary instruction, systematic word reading, and comprehension skills through interactive read-alouds. These strategies, while tailored to emergent bilingual students with disabilities, are presented as effective for all learners and can reduce the need for extensive remedial interventions. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599241304690 |
