Effective Literacy Instruction for English Learners with Learning Disabilities

Abstract

As the number of English learners with learning disabilities continues to grow in U.S. public schools, educators are tasked with finding effective ways to support both language and literacy development. This article presents an instructional approach designed to meet the unique needs of this student population by combining current research with practical, language-focused teaching strategies. The approach highlights key areas such as academic vocabulary, syntactic awareness, explicit spelling instruction, and culturally sustaining practices. It also offers guidance on assessment, progress monitoring, and implementation, with classroom tools and real-world examples to help educators apply these strategies in their everyday teaching.