This study looks at two methods of identification for a specific learning disability in reading – Response to Intervention and Discrepancy Testing – and examines their efficacy with English Language Learners (ELL). A McNemar chi square analysis will be used to compare the outcomes of the two methods. Additionally, a multiway contingency
table will be constructed and the association between English as a First Language (EFL)students and ELL students will be determined by using a conditional odds ratio. It is expected that both methods of learning disability testing will have difficulty distinguishing between a learning disability in reading and a language acquisition
problem. The results will help prevent the misplacement of ELLs into Special Education. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-05-3012 |
| Date | 26 July 2011 |
| Creators | Pettit, Sarah Michelle |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
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