Latino students who are also English Language Learners (ELL) represent a disproportionate number of individual receiving special education services. Teachers and special education personnel frequently lack adequate preparation in working with Latino ELLs, and language programs that serve this population are often inconsistent. The purpose of this article is to review three informal assessment tools that teachers, educational diagnosticians, and school personnel can use in documenting whether low performance in academics is related to linguistic differences or if it is an indication of a reading disability.