11/27/2018 04:52:23 PMFor students who didn’t grow up speaking English, it’s natural to struggle while learning the language. Yet for teachers, it can be challenging to differentiate when a student has a learning disability or is just going through the typical process of acquiring a second language.
Miao Li, an assistant professor at the University of Houston College of Education, is working to alleviate that challenge. Thanks to a recent grant, Li is researching whether the response-to-intervention model – a tiered approach to evaluating and helping students – can effectively distinguish English Language Learners with learning disabilities from those without.