View in EDS HTML Full Text PDF Full Text

Teaching Emerging Bilingual Students With a Reading Disability.

Saved in:
Bibliographic Details
Title: Teaching Emerging Bilingual Students With a Reading Disability.
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]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 192768408
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teaching Emerging Bilingual Students With a Reading Disability.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mauer%2C+Emily%22">Mauer, Emily</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> emauer@utexas.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Mar/Apr2026, Vol. 58 Issue 4, p216-222. 7p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Study+skills%22">Study skills</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192768408
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00400599241304690
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 216
    Subjects:
      – SubjectFull: Reading disability
        Type: general
      – SubjectFull: Bilingual education
        Type: general
      – SubjectFull: Comprehension testing
        Type: general
      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: Study skills
        Type: general
    Titles:
      – TitleFull: Teaching Emerging Bilingual Students With a Reading Disability.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mauer, Emily
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar/Apr2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00400599
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Teaching Exceptional Children
              Type: main
ResultId 1