ENGLISH
LANGUAGE LEARNER
STRUGGLING TO LEARN:
Emergent Research on Linguistic
Differences and Learning
Disabilities
November
18-19, 2004
Scottsdale,
AZ
Presenters
included:
Jamal Abedi, Alfredo Artiles, Leonard Baca, Manuel Barrera,
Jim Cummins, Kathy Escamilla, Richard Figueroa, Todd
Fletcher, Gene Garcia, Michael Gerber, Diane Haager,
Janette Klingner, Nonie Lesaux, Jeff MacSwan, Alba Ortiz,
Robert Rueda, Nadeen Ruiz, Richard Ruiz, and Sharon
Vaughn.
Co-sponsored by Arizona State University, Council for Exceptional Children, and the National Association for Bilingual Education, the conference included presentations of original, emergent scholarship on the differences between second language acquisition and learning disabilities.
Download conference program (PDF file) (Download Acrobat Reader)
Presentations (PowerPoint files):
Practice Perspective on Referral Issues
Lisa Aaroe, Peoria Unified School District and Arizona
State University
Psychometric Issues in the ELL Assessment and Special
Education Eligibility
Jamal Abedi, National Center for Research on Evaluations, Standards, and Student Testing
Future Directions for Practice with English Language
Learners
Leonard Baca, Bueno Center and Todd Fletcher, University
of Arizona
Roles of Definitional and Assessment Models in the Identification
of New or Second Language Learners of English for Special
Education
Manuel Barrera, Metropolitan State University
Cognitive
Engagement and Identity Investment in Literacy Development
among English Language Learners: Evidence
from the Early Authors Program
Judith K. Bernhard,
Ryerson University (Toronto) and Jim Cummins, The University
of Toronto
Semilingualism Applied: Bi-iliteracy or Emerging Biliteracy
Kathy Escamilla, University of Colorado, Boulder
It depends...: A Socio-historical Account of the
Definition and Methods of Identification of Learning
Disabilities
Margaret Gallego, San Diego State University; Grace Zamora
Durán, U.S. Department of Education, and Elba
I. Reyes, Casa Grande Union High School District, Arizona
Demographic Reality: Who are these Children?
Eugene Garcia, Arizona State University
Response-to-Instruction Models of Assessment:Are They
Valid for English Language Learners?
Michael Gerber, Director, Center for Advanced Studies
of Individual Differenes, University of California, Santa
Barbara
Promoting Literacy Development for English Learners Learning
in English: A Case for Explicit Instruction
Diane Haager and Michelle Windmueller, California State
University, Los Angeles
English Language Learners and Learning Disabilities: A
Critical Review of the Literature
Janette Klingner, University of Colorado at Boulder,
Alfredo J. Artiles, Arizona State University, and Laura
Méndez Barletta, University of Colorado at
Boulder
The Special Education Referral Process for English Language
Learners: The Role of Child Study and Multidisciplinary
Team Meetings
Janette Klingner, University of Colorado at Boulder and
Beth Harry, University of Miami
Future
Directions in Research: Linguistic Differences and Learning
Disabilities
Nonie K. Lesaux, Harvard Graduate School of Education
The Response to Intervention of English Language Learners
At-Risk for Reading Problems
Sylvia Linan-Thompson, Sharon Vaughn, and Kathryn Prater,
Vaughn Gross Center for Reading and Language Arts at
The University of Texas at Austin; Paul Cirino, University
of Houston
Appropriate Eligibility Determinations for English Language
Learners Suspected of Having Reading-related Learning
Disabilities: Linking School History, Early Intervention,
Referral, and Assessment Data
Cheryl Y. Wilkinson, Alba A. Ortiz, and Phyllis Robertson-Courtney,
The University of Texas at Austin; Millicent I. Kushner, University
of Maryland
English
Language Learners, Learning Disabilities, & Overrepresentation:
A Multiple Level Analysis
Robert Rueda, University of Southern California and Michelle
Windmueller, California State University, Los Angeles
Future Directions for Policy on the Education of English
Language Learners
Richard Ruiz, University of Arizona
Language,
Dialect, and Register: Sociolinguistics and the Estimation
of Measurement Error in the Testing of
English-Language Learners
Guillermo Solano-Flores, American Institutes for Research
