The effects of bilingual education on reading test scores: Can dual-immersion support literacy for all students?

Description:

Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

Creator(s): Ridley, Natalie D.
Creation Date: May 2005
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 3,067
Past 30 days: 65
Yesterday: 3
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2005
  • Digitized: February 8, 2008
Description:

Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

Degree:
Level: Master's
Discipline: Education
Language(s):
Subject(s):
Keyword(s): bilingual education | dual-immersion | reading development | two-way immersion
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 62153213 |
  • ARK: ark:/67531/metadc4751
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Ridley, Natalie D.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.