Second Language Learners: Their Special Needs in Content Area Reading

Often teachers working with limited English Proficient (LEP), or non-English speaking individuals are at a loss as to how to help them succeed in the heavily content oriented secondary school. These students are more likely to encounter academic frustrations and retention; and as a result, they are more likely to drop out of school (Steinburg, Blinde, and Chan, 1984). Thus, teachers should consider developing strategies for effectively working with LEP students