Date Approved

Summer 2001

Graduate Degree Type


Degree Name

Education (M.Ed.)

Degree Program

College of Education


Limited English Proficiency (LEP) students are not attaining academic success in public schools. Enrollment of Hspanic students is increasing, but at the same time assessment of their work shows little achievement. A crucial issue in the education of language minority students is how they learn. This thesis examines their learning style preferences through data gathered from student and teacher surveys and then correlates it to existing research. The conclusion drawn is that Hispanic LEP students are not being taught in their preferred learning styles and that the primary manner of verbal/linguistic instruction used in schools is a deterrent to successful learning. Recommendations for instruction and assessment are given.


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