An Assessment of the Reading Performance of Bilingual Mexican American Children.

Autor/in	Holleman, I. Thomas, Jr.
Institution	Development Associates, Inc., Washington, DC.
Titel	An Assessment of the Reading Performance of Bilingual Mexican American Children.
Quelle	(1976), (29 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Bilingual Education; Bilingual Students; Comparative Analysis; Conventional Instruction; Elementary School Students; Grade 3; Grade 5; Grade 8; Junior High School Students; Mexican Americans; Reading Achievement; Reading Programs; Reading Skills; Texas + Suchen Sie Ihr Suchwort? Verantwortung; Bilingual teaching; Bilingualer Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Hispanoamerikaner; Leseleistung; Reading skill; Lesefertigkeit
Abstract	The study investigated whether significant differences resulted from a bilingual-bicultural reading program as compared to the results of a traditional monolingual reading program. During the third spring semester of a four year bilingual project, 86 third, 84 fifth, and 96 eighth grade bilingual Mexican American students from the same South Texas public school district were tested using the reading tests produced by the Guidance Testing Associates (GTA) and the Comprehensive Test of Basic Skills, Form Q (CTBS/Q). Only the portion of the CTBS/Q which measured English reading performance was selected, while the entire GTA, in both its English and Spanish versions, was used. The GTA instruments were specifically tailored to Texas youth; the CTBS/Q was not designed for any particular culture or group. Only the subtests for vocabulary and comprehension were compared from both tests. Multiple regression equations structured with independent variables distributed equally among treatment and control groups and various analyses of variance and of covariance were used. Findings included: generally both treatment and control students in the 3rd and 5th grades ranked higher in Spanish than in English reading when examined in terms of particular group performance; although the treatment 8th grade students were higher in GTA vocabulary and CTBS/Q comprehension, they lagged behind the control students in CTBS/Q vocabulary and GTA comprehension. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC