ERIC Number: ED432927
Record Type: Non-Journal
Publication Date: 1999-Mar
Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English.
Slavin, Robert E.; Madden, Nancy A.
Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in the third or fourth grade. The other integrates English-as-a-Second-Language (ESL) strategies with English reading instruction. This report summarizes the results of both of these adaptations for students acquiring English. Experience shows that the effects of Success for All on the achievement of English language learners are, in general, substantially positive. In all schools implementing "Exito para Todos," effect sizes for first graders on Spanish assessments were very positive, especially when schools were implementing most of the program's elements. Even after transitioning to English-only instruction, "Exito para Todos" third graders performed better on English assessments than control students who were primarily taught in English. For students acquiring English receiving ESL instruction, effect sizes for all comparison groups were also positive. (Contains 34 references.) (MSE)
Descriptors: Bilingual Education, Educational Improvement, Elementary Education, English (Second Language), Language of Instruction, Limited English Speaking, Literacy Education, Native Language Instruction, Program Effectiveness, Program Implementation, Reading Instruction, Second Language Programs, Spanish Speaking, Transitional Programs
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED535810