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Intelligence in English Language Lea...

Villalva, Leticia.

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Intelligence in English Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intelligence in English Language Learners./
Author:	Villalva, Leticia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	47 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: B.
Contained By:	Dissertations Abstracts International82-02B.
Subject:	Behavioral sciences. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27994943
ISBN:	9798662474130

Intelligence in English Language Learners.
Villalva, Leticia.

Intelligence in English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 47 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: B.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2020.

This item must not be sold to any third party vendors.

There is a significant number of students enrolled and identified as English language learners in the public school districts. In Downey Unified School District (DUSD), about 16% of the students enrolled are classified as English language learners (ELL). Under No Child Left Behind Act, all states must have a means by which to identify students who need language-support services. However, there is no requirement that the initial identification be conducted with a home language survey (HLS) and there is no standard survey in use across the United States. DUSD uses a four question HLS, which is standard practice across most school districts within Los Angeles County. Once it is determined that English is the student's second language, DUSD uses the California English Language Development Test (CELDT) to identify the students' level of English language proficiency. When assessing for special education support for ELL students, the CELDT level helps the school psychologists determine the type of cognitive test to be used when assessing the student for educationally related concerns. The purpose of this study is to review any correlation between the WISC-V verbal portion of the test, which is highly language loaded, to the CELDT levels of the ELL students and their IQ scores. This author will review 5th grade student records to compare their CELDT levels to their IQ scores determined by the WISC-V.

ISBN: 9798662474130Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

English language learners

Intelligence in English Language Learners.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: B.
500 $a Advisor: Canul, Gerardo D.;Schultz, Donald.
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506 $a This item must not be sold to any third party vendors.
520 $a There is a significant number of students enrolled and identified as English language learners in the public school districts. In Downey Unified School District (DUSD), about 16% of the students enrolled are classified as English language learners (ELL). Under No Child Left Behind Act, all states must have a means by which to identify students who need language-support services. However, there is no requirement that the initial identification be conducted with a home language survey (HLS) and there is no standard survey in use across the United States. DUSD uses a four question HLS, which is standard practice across most school districts within Los Angeles County. Once it is determined that English is the student's second language, DUSD uses the California English Language Development Test (CELDT) to identify the students' level of English language proficiency. When assessing for special education support for ELL students, the CELDT level helps the school psychologists determine the type of cognitive test to be used when assessing the student for educationally related concerns. The purpose of this study is to review any correlation between the WISC-V verbal portion of the test, which is highly language loaded, to the CELDT levels of the ELL students and their IQ scores. This author will review 5th grade student records to compare their CELDT levels to their IQ scores determined by the WISC-V.
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