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Differentiating Literacy Instruction for Culturally, Linguistically and Ability Diverse Students
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Differentiating Literacy Instruction
for Culturally, Linguistically and Ability Diverse Students

Students from culturally and linguistically diverse backgrounds have some of the highest failure rates in reading and academics. This is particularly serious for Hispanic students, who are twice as likely as other students to fall into the two lowest quartiles of reading proficiency on the National Assessment of Educational Progress (Ramírez, 2000). Many of these children have already failed in school for two or more years before they are referred for special education assessment.

Difficulties in reading may occur for a variety of reasons, including poverty, lack of English proficiency, and a lack of connection between the school and the home culture (Ortiz, 2001). Because it is oftentimes difficult to distinguish learning disabilities from linguistic and cultural differences, some students may be inappropriately identified for special education. Others who need special services may not receive them because it is mistakenly believed that children cannot receive ESL services simultaneously with special education services.

A growing list of schools demonstrates that diversity of students' cultures, languages and economic means does not justify low expectations for educational achievement. What these schools have in common generally includes:· strong administrative leadership

• a collaborative school climate in which educators take responsibility for the achievement of all children.
• a challenging curriculum
• instruction that is both developmentally and culturally appropriate
• collaboration with families and the community
• ongoing authentic assessment
  

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