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Academic Leadership Journal

Abstract

It was a typical day as a reading specialist in Mrs. Kyle’s second grade classroom. It was an energetic classroom of twenty-four students in a small school situated just outside of an urban school district. As Mrs. Kyle instructed the rest of the group, I sat with a small group of remedial reading students in the back of the room. It wasn’t uncommon for a large percentage of English Language Learners (ELL) to be referred to the reading specialist, and subsequently, qualify for reading support services. These students typically received a considerable number of additional services, including reading, ELL instruction, learning support, or a combination of various support services.

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