Children with learning disabilities (LDs) in reading and youngsters who are English language learners (ELLs) both are at risk for low reading achievement, but for different reasons. Children with genuine LDs in reading have intrinsic learning difficulties or differences, often related to problems in phonological processing that impact their word identification skills. ELLs usually can learn to read normally in their native language, but they lack sufficient exposure to both spoken and written English, which can adversely affect their development of English literacy. When both situations coexist for the same youngster–when a child with a learning disability happens also to be an English language learner–the issues surrounding identification and remediation can be very complex.

Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.

First and foremost, struggling readers need excellent reading instruction from their classroom teachers in order to overcome their difficulties. Many schools are also equipped to provide extra help to the children who need it.

How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?