000			01400nam a2200181 4500
003			OSt
005			20241213165944.0
008			241213b |||||||| |||| 00| 0 eng d
100			_aShenghai Dai
245			_aThe Intersection of Language and Disability Progress of English Learners With Disabilities on NAEP Reading
300			_aP.88-99
520			_aDespite evidence of unequal learning opportunities, there is limited understanding of how English learners (ELs) with disabilities are faring academically nationwide in comparison with their EL and student with disability counterparts. In response, we conducted secondary data analyses of the 2009 to 2019 National Assessment of Educational Progress (NAEP) reading assessments. Compared to their peers, ELs with disabilities performed lower in both Grades 4 and 8. There is a visible improvement in this important student population’s performance on the NAEP 2015 reading assessment—a year in which disaggregated reporting for ELs with disabilities performance became mandatory. These findings have implications for improved instructional, assessment, and program supports to serve ELs with disabilities.
654			_aEnglish learners with disabilities _aNAEP _areading performance
700			_aYuliya Ardasheva
773	0		_0125279 _9110677 _dNew Delhi _oJP388 _tJournal of Special Education _x0022-4669
942			_cJA
942			_2ddc
999			_c130593 _d130593