English Language Learners and the Common Core State Standards: Meeting the Needs of Students With Low Socioeconomic Status and Language Impairment The new Common Core State Standards (CCSS), adopted by 46 states, are being widely implemented in our schools. A major concern for educators and speech-language pathologists (SLPs) is that English language learners (ELLs), especially those from low-socioeconomic status (low SES) backgrounds, are at risk for not satisfactorily achieving the standards—particularly ... Article
Article  |   April 01, 2015
English Language Learners and the Common Core State Standards: Meeting the Needs of Students With Low Socioeconomic Status and Language Impairment
Author Affiliations & Notes
  • Celeste Roseberry-McKibbin
    Department of Speech Pathology and Audiology, California State University, Sacramento and San Juan Unified School District, Sacramento, CA
  • Financial Disclosure: Celeste Roseberry-McKibbin is a professor at California State University, Sacramento.
    Financial Disclosure: Celeste Roseberry-McKibbin is a professor at California State University, Sacramento.×
  • Nonfinancial Disclosure: Celeste Roseberry-McKibbin has previously published in the subject area.
    Nonfinancial Disclosure: Celeste Roseberry-McKibbin has previously published in the subject area.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Articles
Article   |   April 01, 2015
English Language Learners and the Common Core State Standards: Meeting the Needs of Students With Low Socioeconomic Status and Language Impairment
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, April 2015, Vol. 22, 4-14. doi:10.1044/cds22.1.4
History: Received January 7, 2015 , Accepted February 25, 2015
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, April 2015, Vol. 22, 4-14. doi:10.1044/cds22.1.4
History: Received January 7, 2015; Accepted February 25, 2015

The new Common Core State Standards (CCSS), adopted by 46 states, are being widely implemented in our schools. A major concern for educators and speech-language pathologists (SLPs) is that English language learners (ELLs), especially those from low-socioeconomic status (low SES) backgrounds, are at risk for not satisfactorily achieving the standards—particularly in English Language Arts. This risk is magnified for low SES ELLs with language impairment. This article describes (a) the overall goals of the standards, (b) specific risk factors for low SES ELLs with language impairment (“at risk” students), (c) the basic nature of the English Language Arts standards, and (d) practical strategies for SLPs to support at-risk students' performance in English Language Arts. There is a particular focus on “Monday morning” strategies for increasing these students' ability to read and comprehend expository text. This can be accomplished specifically through strengthening underlying vocabulary and morphological awareness skills. Practical intervention ideas are provided.

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