Accelerating English Language and Academic Achievement through an After-School Enhancement Program.

Autor/in	Moore, Rock D.
Titel	Accelerating English Language and Academic Achievement through an After-School Enhancement Program.
Quelle	(1996), (166 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Achievement Gains; After School Education; Elementary Education; English (Second Language); Enrichment Activities; Language Proficiency; Limited English Speaking; Oral Language; Program Descriptions; Program Effectiveness; Second Language Instruction; Spanish Speaking + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Achievement gain; Leistungssteigerung; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bereicherungsprogramm; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht
Abstract	This study investigated the effectiveness of an after-school program to improve and accelerate the academic achievement and English oral language proficiency of limited-English-proficient (LEP) fifth-grade children at one school. The program offered one hour of after-school academic instruction in sheltered English to Hispanic students; from these, an experimental group of 30 was established. Instruction was designed to expand on students' existing knowledge and experience, promote peer tutoring and interaction, and use active learning concepts. Results show that after 6 months of the program, all experimental group children had increased their scores on standardized oral proficiency and basic skills tests. In addition, the children increased their national curve equivalent scores and grade equivalent levels at a much greater rate than the norming group. It is concluded that this approach is an effective strategy for improving LEP student achievement. Contains 15 pages of references. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01