Cultural relevance in the LEP-LD classroom

Authors

Blanca Estella Rojas, University of Texas-Pan American

Date of Award

5-2004

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English as a Second Language

First Advisor

Dr. Pamela Anderson-Mejias

Second Advisor

Dr. Rene Saldana Jr.

Third Advisor

Dr. Yong Lang

Abstract

This investigation considered Mexican-American students classified as Limited English Proficient (LEP) and Special Education Learning Disabled (LD) on achievement in and attitudes toward reading. Two students used culturally matched materials and two students used non-culturally matched, grade appropriate materials. The individuals who received treatment were paired with those who did not receive treatment on key variables as closely as possible. Qualitative descriptive information answered the following questions: (1) Will the use of a culturally matched novel have the same learning effects as use of a non-culturally matched novel? (2) Will the use of the culturally matched novel lower the affective filter more than use of a non-culturally matched novel? The literature available indicates that culturally matched materials improve achievement and attitude for other populations; this study investigated those results among Mexican-American LEP-LD children.

Comments

Copyright 2004 Blanca Estella Rojas. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/cultural-relevance-lep-ld-classroom/docview/305039634/se-2?accountid=7119

Granting Institution

University of Texas-Pan American