Restricted Access Thesis
This study investigates the norms of third and fourth grade ELLs on the NWEA MAP Reading test in an attempt to answer the questions: What is typical growth for ELLs with the same amount of English instruction, grade level, and socioeconomic status? What is the average yearly gain for ELLs in reading? These questions are looked at from a special education lens, to create a baseline to which better measure ELLs when being referred to special education. One hundred nineteen third and fourth grade ELLs' NWEA MAP Reading scores were gathered from an upper Midwest suburb. Through five analyses three themes emerged: 1) ELLs should not struggle with basic kindergarten concepts for extended periods of time, 2) it is typical for ELLs to be two to three years behind, but achieving closer to grade level with each year of English instruction 3) ELLs should consistently achieve their growth norm goals.
Dammann, Kate Andresen, "English language learners' reading norms on the NWEA MAP reading test: a tool in the special education referral process" (2011). School of Education and Leadership Student Capstone Theses and Dissertations. 463.