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Volume 19, Issue 1 (2026)

Spring 2026 Issue

Editorial Introduction and Welcome

The February 2026 issue of the Journal of English Learner Education centers on literacy, intervention, and systemic support for English learners. Several contributions also engage directly with the intersection of language development and disability, highlighting the importance of equitable access for English learners who receive special education services. The articles gathered here examine how research-informed instruction and thoughtful policy work together to expand academic access and achievement for multilingual learners.

We begin with “Reading Comprehension Interventions for Multilingual Learners with Disabilities: A Systematic Review” by Sariya Shabnam (Purdue University), Jennifer E. Smith (Purdue University), and Samiratu Bashiru (Purdue University). This synthesis provides a careful examination of the current research base surrounding literacy interventions for multilingual learners with identified disabilities. By clarifying what is supported by evidence and where gaps remain, the article establishes an important foundation for instructional decision-making and future research.

Extending this conversation into empirical investigation, “A Quasi-Experimental Study on the Effectiveness of Achieve3000 on the Reading Comprehension Scores of ELLs with LD” by Paula P. Fields (National University) presents data on the implementation of a digital reading intervention. The study offers insight into how targeted literacy supports may influence outcomes for English learners with learning disabilities in applied classroom contexts. Complementing these findings, “Differentiated Instruction for Multilingual Learners: A Thematic Analysis of Research and Practice” by Mohsine Bensaid (Ashland University) and Jiayuan Jiang (Ashland University) explores how differentiated approaches are conceptualized and enacted, connecting scholarship with classroom practice in ways that promote academic growth.

The issue then turns to the broader systems that shape educational opportunity. In “Are Testing Accommodations Helping or Not? A Review of English Learner (EL) Accommodations on Standardized Tests,” Cole Forbes (George Mason University) critically examines the effectiveness of assessment accommodations and considers whether current policies meaningfully support equitable outcomes. This analysis is followed by “Supporting English Language Learners: A Comprehensive Guide for Long-Term Success” by Yana Shifrina-Piljovin (CUNY Kingsborough Community College), which synthesizes current research on long-term English learners and outlines instructional and systemic supports associated with sustained academic progress.

We conclude with a classroom-centered perspective. In “Pennies in the Bank: Building Background Knowledge,” Brooke Lee Webster (University of Oklahoma) highlights the foundational role of background knowledge in literacy development. Through a practice-oriented lens, the article reminds us that systemic improvement ultimately depends on deliberate instructional choices made each day in classrooms.

The scholarship in this issue reflects a shared commitment to aligning research, instruction, and policy in service of English learners’ long-term academic success. We are pleased to present this collection of work and look forward to continued dialogue within the field.