This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs) occurs. Then they discuss how English language learners are identified and classified and raise related assessment issues. They follow that with a discussion of issues in identifying English language learners with disabilities and concerns associated with assessing ELLs' academic achievements and their language proficiency accurately. Finally, they review recent research on instruction and interventions for ELLs and offer recommendations for interventions in the context of the Response to Intervention model. They close with some consideration of professional development issues. Appended are: (1) Studies on interventions for children identified with disabilities; and (2) Intervention for students identified as at risk. (Contains 2 tables and 9 footnotes.)