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Effective Teaching Practices for Eng...

Somarriba, Eve Maria.

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Effective Teaching Practices for English Language Learners with Learning Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effective Teaching Practices for English Language Learners with Learning Disabilities./
Author:	Somarriba, Eve Maria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	71 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27669203
ISBN:	9798678132017

Effective Teaching Practices for English Language Learners with Learning Disabilities.
Somarriba, Eve Maria.

Effective Teaching Practices for English Language Learners with Learning Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 71 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Concordia University Chicago, 2019.

This item must not be sold to any third party vendors.

English language learners identified with a learning disability in the United States continue to grow in numbers. These students perform poorly when compared to non-English language learners or students without a learning disability. In order to address their academic needs, it is important to identify effective literacy teaching practices and placement or setting. The purpose of this study was to determine if there is a relationship between teaching practices, teacher collaboration, and/or placement and reading achievement for English language learners with learning disabilities. The setting for this study was a large district in Illinois with a high population of ELLs. The sample consisted of 163 elementary ELLs with learning disabilities and their teachers. A compound survey using the Teacher Self-Beliefs on Literacy Instruction and the Collaboration Self-Assessment Tool was issued to teachers. A multiple regression was conducted to determine if teaching practices, teacher collaboration and/or placement could predict reading achievement. The results indicate that teaching practices and teacher collaboration are not significant predictors of student reading achievement, but class size and placement are (p < .05).

ISBN: 9798678132017Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

ELLs with LD

Effective Teaching Practices for English Language Learners with Learning Disabilities.
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500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a English language learners identified with a learning disability in the United States continue to grow in numbers. These students perform poorly when compared to non-English language learners or students without a learning disability. In order to address their academic needs, it is important to identify effective literacy teaching practices and placement or setting. The purpose of this study was to determine if there is a relationship between teaching practices, teacher collaboration, and/or placement and reading achievement for English language learners with learning disabilities. The setting for this study was a large district in Illinois with a high population of ELLs. The sample consisted of 163 elementary ELLs with learning disabilities and their teachers. A compound survey using the Teacher Self-Beliefs on Literacy Instruction and the Collaboration Self-Assessment Tool was issued to teachers. A multiple regression was conducted to determine if teaching practices, teacher collaboration and/or placement could predict reading achievement. The results indicate that teaching practices and teacher collaboration are not significant predictors of student reading achievement, but class size and placement are (p < .05).
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