Effects of School Risk on Limited Proficient English Learners’ Reading Growth: Implications for Special Education

• In Event: Poster Session 18
  In Poster Session: Current Issues and Topics in Special Education

Abstract

We compared the Oral Reading Fluency (ORF) growth trajectories for English Language Learners with limited English Proficiency (LEP) to their full English Proficient (FEP) peers within high- and moderate-poverty schools from mid-first to end-of-second grade. Initial ORF scores were similar between student subgroups within each school context, but LEPs in more affluent schools grew less than FEPs. Examination of means revealed that LEPs’ end of 2nd grade scores were equivalent across schools due to reduced ceiling scores in high-poverty schools. Because LEPs in high-poverty schools grew similarly to their FEP peers, but still performed below national benchmarks, these at-risk students may be neglected for reading intervention in a Response to Intervention framework, possibly leading to special education placement.

Authors

• Kristen D. Beach, University of California - Riverside

• Rollanda E. O'Connor, University of California - Riverside