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Reading Achievement in a Dual Langua...

Diemer, Rachel.

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Reading Achievement in a Dual Language Setting: An Examination of the Characteristics Representative of Proficient English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading Achievement in a Dual Language Setting: An Examination of the Characteristics Representative of Proficient English Language Learners./
作者:	Diemer, Rachel.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	90 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258449
ISBN:	9780355065275

Reading Achievement in a Dual Language Setting: An Examination of the Characteristics Representative of Proficient English Language Learners.
Diemer, Rachel.

Reading Achievement in a Dual Language Setting: An Examination of the Characteristics Representative of Proficient English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 90 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2017.

Enrollment in public educational institutions has drastically changed over the past few decades. The nation has experienced a steady increase of school-aged students speaking languages other than English and this population of English language learners comprises the current largest growing school-age group. These students are expected to achieve at levels equivalent to their native-English speaking peers; and therefore, schools are in need of research on instructional models that will most effectively close the existing linguistic achievement gap. The Dual Language 50:50 model is one approach some schools have implemented to accomplish this goal.

ISBN: 9780355065275Subjects--Topical Terms:

2122778
Bilingual education.

Reading Achievement in a Dual Language Setting: An Examination of the Characteristics Representative of Proficient English Language Learners.
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300 $a 90 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Karen Kindle.
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520 $a Enrollment in public educational institutions has drastically changed over the past few decades. The nation has experienced a steady increase of school-aged students speaking languages other than English and this population of English language learners comprises the current largest growing school-age group. These students are expected to achieve at levels equivalent to their native-English speaking peers; and therefore, schools are in need of research on instructional models that will most effectively close the existing linguistic achievement gap. The Dual Language 50:50 model is one approach some schools have implemented to accomplish this goal.
520 $a This study examined the impact of dual language instruction on the reading achievement and language acquisition of English language learners (ELL) at the elementary level using the Formative Assessment System for Teachers (FAST) aReading and English Language Development Assessments (ELDA). Additionally, home language and gender were analyzed to determine their impact on reading and on language proficiency. The study took place in a public school district in a Midwestern state. The school population included 778 students in which 400 students were enrolled in the dual language program (327 ELL, 73 English) and 378 students were enrolled in a traditional setting (225 ELL, 153 English). Kindergarten through fifth grade students with 2015-16 spring FAST aReading and ELDA assessment scores were included in the study. The final sample size consisted of approximately 685 students (385 dual language, 300 mainstream).
520 $a A one-way analysis of variance (ANOVA) was used to compare the means of reading scores of dual language and of mainstream students. There was not a statistically significant effect found at the .05 level. This test was also used to determine the impact of gender and home language on reading achievement. Findings did not show gender to have a significant difference; however, home language was found to be significant at the .05 level. A Chi-Square test was conducted to compare the percentage of dual language English language learners reaching advanced or fully proficient levels of English, and the impact of gender and home language on English language acquisition. No statistically significant effects were found at the .05 level. A factorial two-way ANOVA was conducted to compare the means of reading subtest percentile scores of intermediate dual language students. Statistically significant differences were found at the .05 level for the Prereading/Early Reading and Instruction subtests while no effects were evident for the other subtests analyzed.
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