A Comparison of Two Bilingual Programs on Student Reading Achievement in a Public Elementary School in Texas

Autor/in	Wages, Michele M.
Titel	A Comparison of Two Bilingual Programs on Student Reading Achievement in a Public Elementary School in Texas
Quelle	(2013), (107 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-0563-3
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Bilingual Education Programs; Reading Achievement; Elementary School Students; Hispanic American Students; Teaching Methods; Course Content; English (Second Language); Second Language Learning; Second Language Instruction; Lunch Programs; Program Evaluation; Program Effectiveness; Spanish; Language of Instruction; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mittagessen; Programme evaluation; Programmevaluation; Spanisch; Teaching language; Unterrichtssprache
Abstract	This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample included students enrolled in grades 3-6. The participating school is a PreK-6 school with approximately 700 students. In addition to the late exit transitional bilingual program, the school houses English as a Second Language (ESL) program. About 96% of the students receive free or reduced lunch and 86% of the student population is of Hispanic origin. T-tests were used to compare the two groups' raw and means scale-scores on the Texas Assessment of Knowledge and Skills (TAKS) in the area of reading. The findings revealed that students enrolled in the content-based ESL program consistently scored higher than those enrolled in the late exit transitional bilingual program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01