How Do English Language Learners at Risk for Dyslexia Compare to Their Typically Developing Peers in Decoding? A Meta-Analysis

• In Event: AERA Poster Session 2
  In Poster Session: Second Language Research SIG Poster Session

Abstract

It is unclear whether different decoding measures can better differentiate between English Language Learners (ELLs) who are at risk for dyslexia (ARD) and Typically Developing (TD) students. This meta-analysis examined the magnitude of discrepancy between ELL ARD and TD students in decoding measures in terms of context (context-dependent vs. word list) and construct (accuracy vs. fluency). Twenty-two studies were selected and the results showed that context-dependent decoding tasks revealed larger discrepancy between ARD and TD students than did in word list decoding tasks. The discrepancy between ELL ARD and TD students was similar to that observed between English as a First Language (EL1) ARD and TD students (Est.=.15; p=.76). Also, students performed similarly on fluency and accuracy tasks (Est.=0.01, p=.96).

Authors

• Miao Li, University of Houston

• Pohwee Koh, Texas A&M University - College Station

• Shuai Zhang, Appalachian State University

• Huan Zhang, University of Houston

• Bing Han, Texas A&M University - College Station