Examining growth in English reading for Spanish speaking ELL students, according to the extent of English- and Spanish-language instructional supports.

摘要

This study compared the growth in English-language reading skills of three groups of children from grades 1 through 3: (1) native-Spanish-speaking limited-English-proficient (LEP) English language learners, (2) native-Spanish-speaking English-proficient (EP) English language learners, and (3) native-English-speaking students as a function of the time intensity and type of English language learner (ELL) related instructional supports the children received in school. Results of the study showed showing that taking into account children's socioeconomic status (SES), the percentage of minority students in their schools, and children's language classification improved the ability to predict children's reading growth. Additionally results showed that the growth in reading skills of the LEP Spanish speakers was the same as that of the native English speakers and EP students together and the reading skills of the EP Spanish speakers grew faster than those of the other children in the study.