Teaching Emerging Bilingual Students with a Reading Disability
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| Title: | Teaching Emerging Bilingual Students with a Reading Disability |
|---|---|
| Language: | English |
| Authors: | Emily Mauer (ORCID |
| Source: | TEACHING Exceptional Children. 2026 58(4):216-222. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Bilingual Students, Reading Difficulties, Learning Disabilities, Students with Disabilities, Inclusion, Classroom Environment, Culturally Relevant Education, Vocabulary Development, Direct Instruction, Word Recognition, Phonemic Awareness, Phonological Awareness, Reading Comprehension, Decoding (Reading) |
| DOI: | 10.1177/00400599241304690 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | Literacy learning is of central focus for all students, and particularly important to consider are emerging bilingual learners who also experience a reading disability. Common general education instructional models currently posit the needs of these learners as an add-on, placing the responsibility for extensive instructional differentiation on the classroom teacher and school specialists. Practices that build on strengths while supporting the needs of these learners do not necessarily require instructional approaches that are entirely different from how evidence-based reading instruction is provided. This article shares practices to support a classroom where literacy learning is designed for all students from the beginning, including creating an inclusive environment and instruction for background knowledge, vocabulary, word reading, and comprehension. These strategies have demonstrated efficacy on literacy outcomes for emerging bilingual learners and students with a disability but ultimately serve as strong instructional practices for all students. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1502503 |
| Database: | ERIC |
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| Abstract: | Literacy learning is of central focus for all students, and particularly important to consider are emerging bilingual learners who also experience a reading disability. Common general education instructional models currently posit the needs of these learners as an add-on, placing the responsibility for extensive instructional differentiation on the classroom teacher and school specialists. Practices that build on strengths while supporting the needs of these learners do not necessarily require instructional approaches that are entirely different from how evidence-based reading instruction is provided. This article shares practices to support a classroom where literacy learning is designed for all students from the beginning, including creating an inclusive environment and instruction for background knowledge, vocabulary, word reading, and comprehension. These strategies have demonstrated efficacy on literacy outcomes for emerging bilingual learners and students with a disability but ultimately serve as strong instructional practices for all students. |
|---|---|
| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599241304690 |
