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ERIC Number: EJ1110621
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
Early Literacy Skills and English Language Learners: An Analysis of Students in a Title I School
Ostayan, Jennifer R.
Reading Psychology, v37 n8 p1097-1118 2016
This article examined student literacy assessments in light of students' levels of English language proficiency. The study supported the hypotheses that a student's level of language proficiency positively predicted their DIBELS Composite score at the beginning, middle, and end of kindergarten by utilizing a simple linear regression. An ANOVA discovered differences in scores between native English speakers and multiple levels of English Language Learners at the beginning of the school year, whereas no significant differences were found at the end of Kindergarten. Future research analyses regarding the effects of a student's level of language proficiency on literacy assessments are included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; 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)
Grant or Contract Numbers: N/A