{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T18:57:07Z","timestamp":1792695427628,"version":"4.5.0"},"reference-count":44,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2008,12,10]],"date-time":"2008-12-10T00:00:00Z","timestamp":1228867200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2009,3]]},"abstract":"<jats:p>Using data from the Early Childhood Longitudinal Study\u2014Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive of subsequent placement in special education. The implications for developing a model of early identification, the response-to-intervention model in particular, for LM learners at risk for academic difficulties are discussed.<\/jats:p>","DOI":"10.1177\/0022219408326221","type":"journal-article","created":{"date-parts":[[2008,11,14]],"date-time":"2008-11-14T20:55:37Z","timestamp":1226696137000},"page":"148-162","source":"Crossref","is-referenced-by-count":183,"title":["Language-Minority Learners in Special Education"],"prefix":"10.1177","volume":"42","author":[{"given":"Jennifer F.","family":"Samson","sequence":"first","affiliation":[{"name":"Harvard University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nonie K.","family":"Lesaux","sequence":"additional","affiliation":[{"name":"Harvard University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2008,12,10]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/001440299806400409"},{"key":"atypb2","volume-title":"English language learners with special education needs","author":"Artiles, A.J.","year":"2002"},{"key":"atypb3","unstructured":"Artiles, A.J., Rueda, R., Salazar, J. & Higareda, I. (2002). English-language learner representation in special education in California urban school districts. In D. Losen & G. Orfield (Eds.), Racial inequality in special education (pp. 117-136). 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(2002). Toward a new model of assessment. In A. O. Artiles (Ed.), English language learners with special education needs: Identification assessment and instruction (pp. 51-63). McHenry, IL: Center for Applied Linguistics and Delta Systems."},{"key":"atypb15","unstructured":"Foorman, B., Francis, D., Shaywitz, S.E., Shaywitz, B. & Fletcher, J.M. (1997). The case for early reading intervention. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 243-264). 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(2002). Minority overrepresentation: The silent contributor to LD prevalence and diagnostic confusion. In R. Bradley, L. S. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 361-368). Mahwah, NJ: Lawrence Erlbaum."},{"key":"atypb38","volume-title":"State assessment policy and practice for English language learners: A national perspective","author":"Rivera, C.","year":"2006"},{"key":"atypb39","volume-title":"Preventing reading difficulties in young children","author":"Snow, C. E.","year":"1998"},{"key":"atypb40","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.21.4.1"},{"key":"atypb41","volume-title":"25th annual report to Congress on the implementation of the Individuals with Disabilities Education Act","author":"U.S. Department of Education.","year":"2003"},{"key":"atypb42","volume-title":"America's kindergartners","author":"West, J.","year":"2000"},{"key":"atypb43","doi-asserted-by":"crossref","unstructured":"Wong Fillmore, L. 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