Resource Library

Learning about Learning Disabilities, fourth edition, continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. It presents 80% new material, keeping the chapters up to date in this fast-moving field.

This paper addresses literacy instruction of ELs as a shared responsibility among teachers across disciplines, as well as curriculum developers, textbook writers, assessment specialists, teacher educators, administrators, researchers, policy makers, and others.

This paper outlines strategies to prepare teachers to better meet the needs of English language learners, considering more aggressive and creative capacity-building initiatives that strengthen and integrate the disciplinary teaching strategies with literacy and language development strategies.

For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school.

This paper reports on a case study of teachers' expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada.

Teachers working with emergent bilinguals1 face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language.

This paper reports on a design experiment (Brown, 1992) where we explored how providing a linguistic support for understanding historical documents affected students comprehension of historical documents and their disciplinary literacy.