This symposium will address research and policy issues in the assessment of and intervention for English Language Learners (ELL). Assessing learning disabilities such as dyslexia and language impairment in ELL children and youth has been controversial and challenging. Suggestions for culturally and linguistically appropriate assessment will be provided. We will present evidence of effective interventions, based on structured literacy principles, for helping ELL students, whether dyslexic or typically achieving, acquire basic literacy skills.
Linda Siegel, Esther Geva and Elsa Cardenas Hagan have no relevant financial or nonfinancial relationship to disclose.