ABSTRACT
This chapter: • discusses the need to rethink pre-and in-service training programmes for
general and special educators who teach linguistically diverse students with dyslexia
• provides an overview of existing teacher training programmes • describes specific effective instructional strategies and practices for teachers of
English to speakers of other languages (TESOL) and special education teachers • provides a paradigm for teacher training programmes for teachers of
linguistically diverse students with dyslexia and • looks at the impact and influence of demographics and federal legislation.
