Capstone/Dissertation Title

Reading and Writing Strategies For English Language Learners With Learning Disabilities

Term

Summer 9-4-2014

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Kathryn Campbell

Secondary Advisor/Reader One

Sarah Casaletto

Peer-Reviewer/Reader Two

Nicole May

Abstract

The research question addressed in this study was, what are the best reading and writing strategies for English language learners with learning disabilities? The case study applies the research of Dr. John Hoover in a sheltered Language Arts classroom for English Language Learners. The main influence for the study is “Response to Intervention: Curriculum Implications and Interventions” (2012) by Dr. Hoover. One reading strategy and one writing strategy were selected from the recommended strategies and were implemented in the classroom. The progress of four students with learning disabilities was monitored and analyzed to determine the effectiveness. Details of the students’ growth are described along with an analysis of the effectiveness of the tested strategies.

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