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ERIC Number: ED299285
Record Type: Non-Journal
Publication Date: 1987-Aug
Pages: 61
Abstractor: N/A
Reference Count: N/A
Evaluation of the ATTLAS Program (Augmenting Thinking through Language Acquisition Skills).
Rothfarb, Sylvia H.; Abella, Rodolfo
The Augmenting Thinking through Language Acquisition Skills (ATTLAS) program was designed to increase analytical thinking abilities and English language capabilities of limited English proficient (LEP) elementary school students. The program concentrates on first through third grades, although there are some pull-out classes for grades 4-6; and teachers use the Behavior Training Series. The effect of ATTLAS on the acquisition of English was evaluated, and the performance of 672 students who had and 213 students who had not participated in the ATTLAS program was compared. The program's effectiveness was evaluated via observations of students' performance during the 1986-87 academic year and assessing reactions of school personnel to the program. Survey data were analyzed for 38 teachers and 20 principals in the ATTLAS program (a response rate of 93% and 100% respectively). Results indicate that: (1) ATTLAS exerted a slight, positive effect on language acquisition; (2) no differences were seen in the effectiveness of different delivery modes for English for Speakers of Other Languages (ESOL) instruction on language acquisition; and (3) school personnel reacted favorably to the program, but wanted more appropriate materials for younger grades. LEP students are not advancing through the school program as quickly as expected, but ATTLAS students are more likely to advance. Eight tables contain student and teacher data, and the survey instruments are appended. (SLD)
Publication Type: Reports - Evaluative; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Dade County Public Schools, Miami, FL. Office of Educational Accountability.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED497628