Culturally and Linguistically Responsive Literacy Instruction for English Language Learners with Learning Disabilities

In this article, we present a review of research studies that address special education literacy instruction for English language learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. We describe research on the following categories: a) culturally and linguistically responsive teachers and instruction; b) special education literacy interventions; and c) sheltered English support so that students can access and be successful with the general education curriculum. These topics represent essential instructional components for the academic success of ELLs with LD.