Interventions for English Learners with Learning Disabilities: 2002 - 2022
Keywords:
Intervention, English Language Learner, Learning Disabilities, k-12Abstract
Learning disabilities (LD) is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. For students with LD who are also English learners (ELs), their academic difficulties can be exacerbated. This literature review aimed at addressing the research gap in understanding the effectiveness of interventions for English learners with learning disabilities (ELswLD), which is concerning for educators and policymakers who seek evidence-based information to guide decision-making and implementation of interventions. In this review, two research questions are addressed: 1) What are the characteristics of interventions designed for English learners with learning disabilities from 2002 to 2022? 2) What practical implications can inform future research and learning practices for this population? Examination of previous literature reviews of ELs and students with disabilities contextualized the search parameters that yielded 16 articles that contained experimental interventions for ELswLD. The characteristics and implications are discussed.
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Copyright (c) 2025 Kathy B. Ewoldt, Yan Wei, Li Yi-Fan
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