Dissertation
Teacher perceptions of literacy instruction and SLD referral for English learners: a case study of instructional preparation and the referral process
Doctor of Education (Ed.D.), Drexel University
Jul 2024
DOI:
https://doi.org/10.17918/00010669
Abstract
English Learners (ELs) have become a significant part of classrooms in the United States, posing a challenge for teachers to provide an equitable education. Inadequate training and a weak understanding of bilingual students' literacy and language development make it difficult for teachers to make instructional decisions for reading instruction. Consequently, lower academic achievement among ELs compared to their non-EL counterparts and the disproportionate referral of bilingual students for special education eligibility for reading problems have become common in schools. Frameworks, such as the Multi-tiered System of Support (MTSS) and Response to Intervention (RTI), have been adopted by school districts to provide evidence-based support to struggling students and assist in determining whether referral to special education eligibility is warranted. Yet, problems understanding how EL students should be integrated within the support continue to exist.
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Details
- Title
- Teacher perceptions of literacy instruction and SLD referral for English learners
- Creators
- Marilyn F. Heath
- Contributors
- James E. Connell (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 148 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021895515104721