NotesFAQContact Us
Search Tips
ERIC Number: ED521803
Record Type: Non-Journal
Publication Date: 2010
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-5538-8
The Literacy Abyss: A Study of English Language Learners with Learning Disabilities in Reading
Ortiz, Cheryl L.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this quantitative causal-comparative study was to explore if there was a difference in terms of scores, of English Language Learners with learning disabilities and monolingual English speaking students with learning disabilities. The assessments were the Wilson Assessment of Decoding and Encoding reading scores, Measures of Academic Progress Reading scores, and Massachusetts Comprehensive Assessment System English Language Arts scores. The scores were collected from one academic year. The results indicate that there is no significant difference between the monolingual English speaking learning disabled group and the English Language Learners learning disabled group. The Wilson Reading System is therefore concluded to be an effective reading intervention for English Language Learner reading disabled students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System