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dc.contributor.advisorCarlson, Cindy I., 1949-en
dc.creatorPettit, Sarah Michelleen
dc.date.accessioned2011-07-26T17:33:42Zen
dc.date.available2011-07-26T17:33:42Zen
dc.date.issued2011-05en
dc.date.submittedMay 2011en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-3012en
dc.descriptiontexten
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectEnglish language learnersen
dc.subjectAssessmenten
dc.subjectSchool psychologyen
dc.titleThe effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disabilityen
dc.date.updated2011-07-26T17:33:51Zen
dc.identifier.slug2152/ETD-UT-2011-05-3012en
dc.contributor.committeeMemberSander, Janayen
dc.description.departmentEducational Psychologyen
dc.type.genrethesisen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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