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Differences in Early Literacy Achievement for English Language Learners : = Analyzing Performance Between Transitional And Dual Language Bilingual Programs.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Differences in Early Literacy Achievement for English Language Learners :/
Reminder of title:	Analyzing Performance Between Transitional And Dual Language Bilingual Programs.
Author:	Rapp, Lori DeAnn.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355238266

Differences in Early Literacy Achievement for English Language Learners : = Analyzing Performance Between Transitional And Dual Language Bilingual Programs.
Rapp, Lori DeAnn.

Differences in Early Literacy Achievement for English Language Learners :Analyzing Performance Between Transitional And Dual Language Bilingual Programs. - 1 online resource (146 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2017.

Includes bibliographical references

The current study compared the difference in literacy achievement of students in grades K-3 between the four different bilingual program models allowed in Texas for supporting English Language Learners (ELLs). The purpose of this quantitative study focused on the difference in literacy achievement of English Language Learners (ELLs) in kindergarten through third grade who were participating in transitional/early-exit, transitional/late-exit, dual language/one-way, or dual language-two way bilingual programs. Analysis of literacy performance for students in Kindergarten through second grade consisted of using a Chi-Square test of Independence to determine if the type of bilingual program influenced whether students were reading on grade level. A one-way ANOVA statistical test indicated if there was a relationship between bilingual program and third grade Reading STAAR scores for ELLs. Results indicated that ELLs in dual language two-way, one-way, and transitional late exit, in first through third grade, experience higher literacy levels of achievement than ELLs in transitional early exit bilingual programs. Information from the current study provides valuable guidance to local school districts when selecting from the various program models to meet the needs of English Language Learners.

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

Mode of access: World Wide Web

ISBN: 9780355238266Subjects--Topical Terms:

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

554714
Electronic books.

Differences in Early Literacy Achievement for English Language Learners : = Analyzing Performance Between Transitional And Dual Language Bilingual Programs.
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100 1 $a Rapp, Lori DeAnn. $3 1192221
245 1 0 $a Differences in Early Literacy Achievement for English Language Learners : $b Analyzing Performance Between Transitional And Dual Language Bilingual Programs.
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300 $a 1 online resource (146 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Charles Carona.
502 $a Thesis (Ed.D.)--Dallas Baptist University, 2017.
504 $a Includes bibliographical references
520 $a The current study compared the difference in literacy achievement of students in grades K-3 between the four different bilingual program models allowed in Texas for supporting English Language Learners (ELLs). The purpose of this quantitative study focused on the difference in literacy achievement of English Language Learners (ELLs) in kindergarten through third grade who were participating in transitional/early-exit, transitional/late-exit, dual language/one-way, or dual language-two way bilingual programs. Analysis of literacy performance for students in Kindergarten through second grade consisted of using a Chi-Square test of Independence to determine if the type of bilingual program influenced whether students were reading on grade level. A one-way ANOVA statistical test indicated if there was a relationship between bilingual program and third grade Reading STAAR scores for ELLs. Results indicated that ELLs in dual language two-way, one-way, and transitional late exit, in first through third grade, experience higher literacy levels of achievement than ELLs in transitional early exit bilingual programs. Information from the current study provides valuable guidance to local school districts when selecting from the various program models to meet the needs of English Language Learners.
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 Elementary education. $3 1148439
650 4 $a Reading instruction. $3 1148440
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710 2 $a Dallas Baptist University. $b Educational Leadership K-12. $3 1184898
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10600614 $z click for full text (PQDT)