ERIC Number: ED174038
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Utility of LESA Criteria for Estimating The Number of LESA Students.
Alston, Herbert L.; And Others
Studies conducted concerning numbers of limited-English-speaking-ability (LESA) students and utility of criteria for estimating this population are discussed. A sample of 287 students in kindergarten through grade three, whose parents had responded to a Language Resource Questionnaire, were selected for study. The teacher of each student was administered the Language Resource Questionnaire for Teachers, which concerned the student's ability to use and understand English in the classroom. Each student was administered the Shutt Primary Language Indication Test to assess their proficiency in English and Spanish. The intercorrelations of key items on both questionnaires and subtests of the Shutt test were calculated. Key items on the parent questionnaire included whether the student was born outside the United States and whether the household language was other than English. Key items on the teacher questionnaire included the student's understanding of instruction in English and the student's ability to speak English. Key subtests on the Shutt test were listening comprehension in English, reading comprehension in English (third grade only), and English verbal fluency. (SW)
Descriptors: Bilingual Students, Communicative Competence (Languages), Elementary Education, English (Second Language), Language Fluency, Language Programs, Language Skills, Listening Comprehension, Questionnaires, Reading Comprehension, Second Language Learning, Spanish Speaking, Student Evaluation
Publication Type: Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Houston Independent School District, TX.
Note: Paper presented at the American Educational Research Association Meeting (San Francisco, California, April 1979)