Abstract
This chapter examines reading instruction practices for culturally and linguistically diverse exceptional (CLDE) students. It provides a description of CLDE learners' characteristics and needs and the similarities and differences between first and second language reading development. The chapter details the main components of effective reading instruction, including culturally responsive teaching and oral language development. Students with learning disabilities (LD) who come from culturally and linguistically diverse backgrounds bring special characteristics to the classroom. The primary learning disability identified for the majority of CLDE learners is reading. Teachers working in diverse settings need to better understand how students with and without disabilities acquire literacy in a second language. Research specifically focused on the reading development of CLDE learners with LD is scarce. For CLDE students, English oral language proficiency is closely related to English literacy acquisition. Supporting the development of oral language proficiency facilitates reading fluency and comprehension skills.
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