Assessment of English Language Learners with Learning Disabilities

Abstract

Identifying English language learners (ELLs) with learning disabilities has become very important in education settings so that appropriate educational services can be provided to this group of students. Linguistic diversity may increase the measurement error and reduce the reliability of assessments. This article discusses the issues with assessments used to identify ELLs and students with learning disabilities and the challenges in assessing ELLs suspected of having learning disabilities. These issues are presented to contribute to the discussion on how to improve the accuracy of the identification procedures and, further, to help distinguish between students who should be classified for special education services and those who struggle with achievement problems because they are in the process of acquiring English proficiency.

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