Success for All/Exito Para Todos. Effects on the Reading Achievement of Students Acquiring English. Report No. 19.

Autor/inn/en	Slavin, Robert E.; Madden, Nancy A.
Institution	Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Titel	Success for All/Exito Para Todos. Effects on the Reading Achievement of Students Acquiring English. Report No. 19.
Quelle	(1998), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Asian Americans; Bilingual Education; Cambodians; Effect Size; Elementary Education; Elementary School Students; English (Second Language); Hispanic Americans; Limited English Speaking; Reading Achievement; Reading Programs; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Bilingual teaching; Bilingualer Unterricht; Kambodschanisch; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	While it is important to improve the outcomes of bilingual and English-only reading instruction for English language learners at all grade levels, there is a particular need to see that students are successful in beginning to read in the early elementary grades. One program that has achieved a great deal of success in meeting this goal is called Success for All, a comprehensive reform program for elementary schools, especially those serving many students at risk. This report presents data on the achievement of English language learners in schools in Philadelphia (Pennsylvania), Southern California, Houston (Texas), and Arizona that are implementing Success for All or Exito Para Todos (the Spanish bilingual adaptation of Success for All). The effects of Success for All on the achievement of English language learners are not entirely consistent, but in general they are substantially positive. In all schools implementing Exito Para Todos, effect sizes for first graders on Spanish assessments were very positive. The Houston study showed that this effect was more pronounced when schools were implementing most of the program's elements. The Philadelphia evaluation showed that even after transitioning to English-only instruction, Exito Para Todos third graders performed better on English assessments than control students who were primarily taught in English. For students in sheltered English instruction, effect sizes for all comparisons were also positive, especially for Cambodian students in Philadelphia and Mexican American students in California. (Contains 4 figures, 7 tables, and 31 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC