Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs

摘要

My study investigated the effects of two 50/50 and two 90/10 two-way duallanguage programs on the reading achievement of 76 English Language Learners (ELLs)from the end of third grade to the end of fourth grade. My study used both quantitativeand qualitative data. Quantitative instruments included the Spanish Reading TexasAssessment of Knowledge and Skills (TAKS) and the Reading Proficiency Test inEnglish (RPTE) scores. Qualitative instruments included structured interviews with thetwo-way dual language program coordinators/administrators.The quantitative results of my study showed there were no statistically significantdifferences between the two groups on the Spanish Reading TAKS by the end of fourthgrade. The 50/50 students did make statistically significant gain scores on the SpanishTAKS from the end of third grade to the end of fourth grade, but the 90/10 students didnot make statistically significant gains. Both groups were performing above the Stateaverages on scale score and passing rate on the Spanish Reading TAKS. On the RPTE,the results of my study showed there were no statistically significant differences between the two groups by the end of fourth grade. Both the 50/50 and the 90/10 students madesignificant gain scores on the RPTE from third grade to fourth grade. The 50/50 studentsmade a greater gain on the RPTE than then 90/10 students did. Both groups of duallanguage ELLs had higher percentages of students in the advanced high rating than theState on the RPTE.The qualitative results showed that several elements were necessary toimplement and maintain these two-way dual language programs. These elementsincluded: planning, resources, parental support, qualified teachers, and supportiveadministrators.