Displaying items by tag: Dyslexia: English Learners

The aim of this guide is to help teachers consider whether struggling ELLs have a learning difficulty or whether their academic progress can be accounted for by their ELL status.   

This document was designed to supplement the publication Connecticut's Framework for RTI- Using Scientific Research-Based Interventions: Improving Education for all Students (August 2008), and specifically focuses on this framework as it applies to ELLs.   

A resource that explains the process and developmental stages of second language acquisition and promotes a collaborative approach among teachers, administrators, and other personnel involved in the education of ELLs.