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Reading Achievement in a Dual Language Setting : = An Examination of the Characteristics Representative of Proficient English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Reading Achievement in a Dual Language Setting :/
Reminder of title:	An Examination of the Characteristics Representative of Proficient English Language Learners.
Author:	Diemer, Rachel.
Description:	1 online resource (90 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355065275

Reading Achievement in a Dual Language Setting : = An Examination of the Characteristics Representative of Proficient English Language Learners.
Diemer, Rachel.

Reading Achievement in a Dual Language Setting :An Examination of the Characteristics Representative of Proficient English Language Learners. - 1 online resource (90 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2017.

Includes bibliographical references

Enrollment in public educational institutions has drastically changed over the past few decades. The nation has experienced a steady increase of school-aged students speaking languages other than English and this population of English language learners comprises the current largest growing school-age group. These students are expected to achieve at levels equivalent to their native-English speaking peers; and therefore, schools are in need of research on instructional models that will most effectively close the existing linguistic achievement gap. The Dual Language 50:50 model is one approach some schools have implemented to accomplish this goal.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355065275Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Reading Achievement in a Dual Language Setting : = An Examination of the Characteristics Representative of Proficient English Language Learners.
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100 1 $a Diemer, Rachel. $3 1186345
245 1 0 $a Reading Achievement in a Dual Language Setting : $b An Examination of the Characteristics Representative of Proficient English Language Learners.
264 0 $c 2017
300 $a 1 online resource (90 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Karen Kindle.
502 $a Thesis (Ed.D.)--University of South Dakota, 2017.
504 $a Includes bibliographical references
520 $a Enrollment in public educational institutions has drastically changed over the past few decades. The nation has experienced a steady increase of school-aged students speaking languages other than English and this population of English language learners comprises the current largest growing school-age group. These students are expected to achieve at levels equivalent to their native-English speaking peers; and therefore, schools are in need of research on instructional models that will most effectively close the existing linguistic achievement gap. The Dual Language 50:50 model is one approach some schools have implemented to accomplish this goal.
520 $a This study examined the impact of dual language instruction on the reading achievement and language acquisition of English language learners (ELL) at the elementary level using the Formative Assessment System for Teachers (FAST) aReading and English Language Development Assessments (ELDA). Additionally, home language and gender were analyzed to determine their impact on reading and on language proficiency. The study took place in a public school district in a Midwestern state. The school population included 778 students in which 400 students were enrolled in the dual language program (327 ELL, 73 English) and 378 students were enrolled in a traditional setting (225 ELL, 153 English). Kindergarten through fifth grade students with 2015-16 spring FAST aReading and ELDA assessment scores were included in the study. The final sample size consisted of approximately 685 students (385 dual language, 300 mainstream).
520 $a A one-way analysis of variance (ANOVA) was used to compare the means of reading scores of dual language and of mainstream students. There was not a statistically significant effect found at the .05 level. This test was also used to determine the impact of gender and home language on reading achievement. Findings did not show gender to have a significant difference; however, home language was found to be significant at the .05 level. A Chi-Square test was conducted to compare the percentage of dual language English language learners reaching advanced or fully proficient levels of English, and the impact of gender and home language on English language acquisition. No statistically significant effects were found at the .05 level. A factorial two-way ANOVA was conducted to compare the means of reading subtest percentile scores of intermediate dual language students. Statistically significant differences were found at the .05 level for the Prereading/Early Reading and Instruction subtests while no effects were evident for the other subtests analyzed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a English as a second language. $3 1148422
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0441
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Dakota. $b Curriculum and Instruction. $3 1186346
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258449 $z click for full text (PQDT)