The Discrepancy Between English Language Learners at Risk for Dyslexia and Typically Developing Peers in Decoding Measures

• In Event: Roundtable 3

Abstract

This meta-analysis examined the magnitude of discrepancy between English Language Learners (ELLs) who are at risk for dyslexia (ARD) and Typically Developing (TD) students in decoding measures in context (context-dependent vs. isolated word list) and construct (accuracy vs. fluency), and whether this discrepancy was the same as it was between English as a First Language (EL1) ARD and TD students. 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 isolated word list decoding tasks. The discrepancy between ELL ARD and TD students was similar to that observed between 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, Utah Valley University