"Tackles the very difficult issue of why ELLs are disproportionately represented in special education and how, as educators, we need to look at our instruction and assessment to verify that there is a true need for referral versus a lack of understanding of the language acquisition process." --Christine Engel, ESL Teacher Webster Stanley Elementary School, Oshkosh, WI Make appropriate instructional and eligibility decisions for English language learners! This research-based guide offers educators proven methods for determining when English language learners (ELLs) are having reading difficulties that are related to the language acquisition process and when students′ performance issues might be linked to learning disabilities. An excellent resource for general and special education teachers and service providers, the text provides an overview of the language acquisition process and offers a variety of best practices to prevent inappropriate referrals of ELLs to special education. Additionally, to help teachers meet NCLB and IDEA 2004 requirements, the authors outline: Assessment techniques for identifying learning disabilities and measuring proficiency in English as a second language Instructional tips for working with ELLs who struggle with reading A multi-tiered, data-driven intervention model to assist in determining a student′s learning needs The role of Response to Intervention (RTI) in instruction Each chapter includes practical ideas, suggestions, and checklists for easy reference and use in assessment and referral efforts.