The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability
This 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.