Effects of Bilingual Cooperative Integrated Reading and Composition of Students Transitioning from Spanish to English Reading. Report No. 10

摘要

This study evaluated the effects of a cooperative learning program, Bilingual Cooperative Integrated Reading and Composition (BCIRC), on the Spanish and English reading, writing, and language achievement of limited English proficient second- and third-graders in Spanish bilingual programs. BCIRC was expected to improve student achievement during the transition from Spanish to English by giving students daily opportunities to use language to find meanings and solve problems, and by applying well-established principles of cooperative learning to increase student motivation and achievement. A comparison of standardized test scores in matched BCIRC and comparison schools generally supported these expectations. On the Spanish TAAS, second-graders scored significantly better than comparison students in writing and marginally better (p