ERIC Number: ED405428
Record Type: Non-Journal
Publication Date: 1997-Feb
Effects of Bilingual Cooperative Integrated Reading and Composition on Students Transitioning from Spanish to English Reading. Report No. 10.
Calderon, Margarita; And Others
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 second and third graders of limited English proficiency in Spanish bilingual programs in El Paso (Texas) were studied. 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 three BCIRC and four comparison schools generally supported these expectations. On the Spanish Texas Assessment of Academic Skills, second graders scored significantly better than comparison students in writing and marginally better in reading. On the English Norm-referenced Assessment Program for Texas third graders scored better than comparison students in reading, but not language. Third graders in BCIRC for 2 years scored better than control students on both scales, and BCIRC third graders met criteria for exit from bilingual education at a significantly higher rate than did comparison students. Qualitative evidence shows that students in cooperative groups are making meaning for themselves, enjoying the program and having success in writing contests. (Contains 6 tables and 43 references.) (Author/SLD)
Descriptors: Academic Achievement, Bilingual Education, Cooperative Learning, Elementary School Students, English (Second Language), Grade 2, Grade 3, Integrated Activities, Language Arts, Primary Education, Problem Solving, Program Evaluation, Reading Achievement, Spanish, Transitional Programs, Writing (Composition)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/65136
IES Cited: ED495727; ED497258