Differentiating Literacy Growth of ELL Students with LD from Other High-Risk Subgroups and General Education Peers: Evidence from Grades 3-10

Autor/inn/en	Solari, Emily J.; Petscher, Yaacov; Folsom, Jessica Sidler
Titel	Differentiating Literacy Growth of ELL Students with LD from Other High-Risk Subgroups and General Education Peers: Evidence from Grades 3-10
Quelle	In: Journal of Learning Disabilities, 47 (2014) 4, S.329-348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412463435
Schlagwörter	Elementary School Students; Secondary School Students; Learning Disabilities; English Language Learners; Risk; Reading Achievement; Literacy; Spelling; Reading Fluency; Reading Comprehension; Socioeconomic Status; Comparative Analysis; Measures (Individuals); Models; Correlation; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Sekundarschüler; Learning handicap; Lernbehinderung; Risiko; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibweise; Leseverstehen; Socio-economic status; Sozioökonomischer Status; Messdaten; Analogiemodell; Korrelation
Abstract	The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors were particularly interested in whether variability existed between initial status and the growth trajectories of the three high-risk groups on measures of spelling, fluency, and reading comprehension across the school year and whether this variability was differentiated because of socioeconomic status (SES) as defined by free and reduced lunch (FRL) status. Results indicate that all high-risk groups began the year at substantially lower levels than their GenEd peers, with the largest differences seen between the LD-ELL students and the other subgroups. Further results suggest that students who are in the high-risk subgroups and also qualify for FRL perform significantly worse than their peers in similar risk status groups who do not qualify for FRL, demonstrating the significant impact of SES on academic outcomes for all groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10