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ERIC Number: ED569614
Record Type: Non-Journal
Publication Date: 2014
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-3342-4
The Use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to Compare Reading Proficiency in Native English Speakers and English Language Learners
Ellett, Ryan
ProQuest LLC, Ph.D. Dissertation, University of Kansas
This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the differences in literacy growth. Findings suggest that Spanish speaking students are more likely to begin school at a disadvantage in reading compared to ELL peers and continue to be more likely than ELL peers to be at risk of reading failure by third grade, after four years of sheltered instruction and tiered interventions with ESOL-certified staff. Longitudinally, Lao speaking students are increasingly likely to be at risk for reading failure over successively longer intervals. Among ELL students at low risk for reading failure, On the other end of the achievement spectrum, Spanish speaking students are less likely than ELL peers to be in the highest achieving group early in their schooling and continue to be so after four years of instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)