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ERIC Number: ED567917
Record Type: Non-Journal
Publication Date: 2015
Pages: 344
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3025-3
Creating Culturally Responsive Learning Environments in the Elementary Years to Support the Needs of English Language Learners with Dyslexia
Pando, Victoria Salas
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
The face of U.S. schools is rapidly changing and Hispanics are the largest minority group in the public schools. By 2050, there will be more school age Hispanic children than non-Hispanic white children. Unfortunately, schools continue to operate under assumptions that what works for white students will work for students of color. Solutions and public policies continue to be color-blind and are not culturally responsive. Historically, differences in academic reading outcomes and graduation rates for minority students compared to white students continue to demonstrate vast discrepancies. How much a person can achieve in his or her personal and professional life is significantly related to how proficiently that person can read. Reading is key to success in society and important for social and economic advancement. English language learners who have limited reading skills will continue to be excluded and marginalized even more due to their limited literacy skills. Educational leaders must be willing to renovate and replace current practices through social, cultural and linguistic agendas. In addition, they must be mindful that dyslexia is the most common type of reading difficulty affecting 10% to 17% of the population. In order to continue the political discourse that campaigns for equality in education for English Language Learners with dyslexia, this research focused on the current pedagogical practices existing in elementary schools to support how educational leaders can foster a culturally responsive learning environment. Through the context of Cultural Race Theory and Dyslexia Framework, the use of in-depth interviews, observations and artifacts, highlighted the experiences of ten participants from Blue and Golden Elementary Schools who have an inter-connection with an English Language Learner with dyslexia. The results of this study identify factors that impede and promote the educational learning outcomes of English Language Learners with dyslexia. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A