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Differences in Early Literacy Achiev...

Rapp, Lori DeAnn.

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Differences in Early Literacy Achievement for English Language Learners: Analyzing Performance Between Transitional And Dual Language Bilingual Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differences in Early Literacy Achievement for English Language Learners: Analyzing Performance Between Transitional And Dual Language Bilingual Programs./
Author:	Rapp, Lori DeAnn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10600614
ISBN:	9780355238266

Differences in Early Literacy Achievement for English Language Learners: Analyzing Performance Between Transitional And Dual Language Bilingual Programs.
Rapp, Lori DeAnn.

Differences in Early Literacy Achievement for English Language Learners: Analyzing Performance Between Transitional And Dual Language Bilingual Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 146 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2017.

The current study compared the difference in literacy achievement of students in grades K-3 between the four different bilingual program models allowed in Texas for supporting English Language Learners (ELLs). The purpose of this quantitative study focused on the difference in literacy achievement of English Language Learners (ELLs) in kindergarten through third grade who were participating in transitional/early-exit, transitional/late-exit, dual language/one-way, or dual language-two way bilingual programs. Analysis of literacy performance for students in Kindergarten through second grade consisted of using a Chi-Square test of Independence to determine if the type of bilingual program influenced whether students were reading on grade level. A one-way ANOVA statistical test indicated if there was a relationship between bilingual program and third grade Reading STAAR scores for ELLs. Results indicated that ELLs in dual language two-way, one-way, and transitional late exit, in first through third grade, experience higher literacy levels of achievement than ELLs in transitional early exit bilingual programs. Information from the current study provides valuable guidance to local school districts when selecting from the various program models to meet the needs of English Language Learners.

ISBN: 9780355238266Subjects--Topical Terms:

2122778
Bilingual education.

Differences in Early Literacy Achievement for English Language Learners: Analyzing Performance Between Transitional And Dual Language Bilingual Programs.
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