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Creating culturally responsive learn...

Pando, Victoria Salas.

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Creating culturally responsive learning environments in the elementary years to support the needs of English Language Learners with dyslexia.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Creating culturally responsive learning environments in the elementary years to support the needs of English Language Learners with dyslexia./
Author:	Pando, Victoria Salas.
Description:	344 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10029346
ISBN:	9781339530253

Creating culturally responsive learning environments in the elementary years to support the needs of English Language Learners with dyslexia.
Pando, Victoria Salas.

Creating culturally responsive learning environments in the elementary years to support the needs of English Language Learners with dyslexia. - 344 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2015.

The face of U.S. schools is rapidly changing and Hispanics are the largest minority group in the public schools. By 2050, there will be more school age Hispanic children than non-Hispanic white children. Unfortunately, schools continue to operate under assumptions that what works for white students will work for students of color. Solutions and public policies continue to be color-blind and are not culturally responsive.

ISBN: 9781339530253Subjects--Topical Terms:

2122799
Educational administration.

Creating culturally responsive learning environments in the elementary years to support the needs of English Language Learners with dyslexia.
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020 $a 9781339530253
035 $a (MiAaPQ)AAI10029346
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100 1 $a Pando, Victoria Salas. $3 3186604
245 1 0 $a Creating culturally responsive learning environments in the elementary years to support the needs of English Language Learners with dyslexia.
300 $a 344 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Kristin Kew.
502 $a Thesis (Ph.D.)--New Mexico State University, 2015.
520 $a The face of U.S. schools is rapidly changing and Hispanics are the largest minority group in the public schools. By 2050, there will be more school age Hispanic children than non-Hispanic white children. Unfortunately, schools continue to operate under assumptions that what works for white students will work for students of color. Solutions and public policies continue to be color-blind and are not culturally responsive.
520 $a Historically, differences in academic reading outcomes and graduation rates for minority students compared to white students continue to demonstrate vast discrepancies. How much a person can achieve in his or her personal and professional life is significantly related to how proficiently that person can read. Reading is key to success in society and important for social and economic advancement. English language learners who have limited reading skills will continue to be excluded and marginalized even more due to their limited literacy skills. Educational leaders must be willing to renovate and replace current practices through social, cultural and linguistic agendas. In addition, they must be mindful that dyslexia is the most common type of reading difficulty affecting 10% to 17% of the population.
520 $a In order to continue the political discourse that campaigns for equality in education for English Language Learners with dyslexia, this research focused on the current pedagogical practices existing in elementary schools to support how educational leaders can foster a culturally responsive learning environment. Through the context of Cultural Race Theory and Dyslexia Framework, the use of in-depth interviews, observations and artifacts, highlighted the experiences of ten participants from Blue and Golden Elementary Schools who have an inter-connection with an English Language Learner with dyslexia.
520 $a The results of this study identify factors that impede and promote the educational learning outcomes of English Language Learners with dyslexia.
590 $a School code: 0143.
650 4 $a Educational administration. $3 2122799
650 4 $a Reading instruction. $3 2122756
650 4 $a Bilingual education. $3 2122778
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690 $a 0535
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710 2 $a New Mexico State University. $3 783784
773 0 $t Dissertation Abstracts International $g 77-07A(E).
790 $a 0143
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10029346