Double Jeopardy: An Analysis of the Reading Data of 8th Grade English Language Learners in Special Education

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dc.contributor.advisorMacDonald, Victoria-Mariaen_US
dc.contributor.authorTerrell Shockley, Ebony Demetriaen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-07-07T06:20:46Z
dc.date.available2012-07-07T06:20:46Z
dc.date.issued2012en_US
dc.description.abstractThis research investigates whether an achievement gap exists among eighth grade students who are identified for English Language Learners (ELL), in a Special Education (SE) program, or students who are identified as both (ELL-SE). Using the Analysis of Variance procedure, the study analyzes the differences in performance of ELL, SE, and ELL-SE subgroups by race and socioeconomic status. Critical race theory and sociolinguistic theory are the lenses that frame the research, and a statewide assessment and a Scholastic Reading Inventory (SRI) serve as the assessment tools. While other studies highlight either students enrolled in Special Education (SE) students, or English Language Learner (ELL) students, this study examines the reading data of students who are identified by both subgroups (ELL-SE). Findings will likely inform education policy, and the pedagogy and practice of current and pre-service teachers who are preparing to meet the instructional needs of this growing population. In addition, an alternative for researching achievement gap data is recommended.en_US
dc.identifier.urihttp://hdl.handle.net/1903/12761
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledEnglish as a second languageen_US
dc.subject.pqcontrolledSpecial educationen_US
dc.titleDouble Jeopardy: An Analysis of the Reading Data of 8th Grade English Language Learners in Special Educationen_US
dc.typeDissertationen_US

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