Dissertation/Thesis Abstract

Examining English Language Development among English Language Learners with Specific Learning Disability
by Estrada, Karla V., Ed.D., Loyola Marymount University, 2013, 199; 3610109
Abstract (Summary)

As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

Indexing (document details)
Advisor: Lavadenz, Magaly
Commitee: Rueda, Robert, Sanchez, Marta
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 75/05(E), Dissertation Abstracts International
Subjects: English as a Second Language, Education, Special education
Keywords: CELDT, California, California English Language Development Test, English Language Learners, English language development, English learners, Specific learning disabilities, Students with disabilities
Publication Number: 3610109
ISBN: 978-1-303-69675-6
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