ESL Children There Are Often Term Paper

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The LDDI results were rated separately and were compared with an inter-rater reliability of.99. Results were categorized independently and were then categorizations in three areas were compared: positively identified, not identified, and questionable.

The LDDI is a survey instrument with six independent scales used to identify specific learning disabilities. These scales include: Listening, Reading, Writing, Mathematics, and Reasoning. Each scale has fifteen items associated with behaviors that typically indicate specific intrinsic processing disorders.

The teachers chose four students each, two LEP and two English, to complete the LDDI. None of the students were experiencing academic failure and none had been referred to special education. The LDDI was completed by each student, and the teacher raters completed demographic sheets for each student. External evaluators scored the LDDI tests.

To obtain results two statistical procedures were executed. First, independent t-tests indicated significant differences (at the.0001 level) between the two groups for all sub-tests of the LDDI, except for the writing subtest (.002 level of confidence). Second, a Pearson Chi Square analysis examined the frequency of the number of students the LDDI identified as having difficulties with intrinsic processing.

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This indicated that LEP students were identified as having learning disorders almost twice as often as English-only students, with significance at the.05 level.

These significant results indicate that LEP students that were not learning disabled were more frequently identified by the LDDI as possibly having intrinsic processing disorders. Therefore, it may be concluded that characteristics exhibited by learners of English as a second language and characteristics of individuals with language disorders are very similar. Furthermore, use of the LDDI as a measure for determining intrinsic processing disorders in LEP students who are not learning disabled is inconclusive. There is a need for more appropriate assessment measures with this population. Limitations of this study included a relatively small sample size, and the fact that some of the students may have had undetected learning disabilities that had not been diagnosed as of yet.

Reference

Lock, R.H., Layton, C.A. (2002). Isolating intrinsic….....

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