Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading…

Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results.…

This report is designed for use by policymakers and practitioners involved in issues of adult education, welfare reform, and employment training programs. The driving concerns of this report are issues associated with Spanish-speaking adults who are at risk for having learning disabilities. The focus on adults is critical, because such issues as…