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ERIC Number: EJ788265
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: Author
ISSN: ISSN-0279-6015
Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms
de Ramirez, Romilia Dominguez; Shapiro, Edward S.
School Psychology Review, v35 n3 p356-369 2006
Eighty-three students enrolled in general education classrooms and 62 Spanish-speaking English language learners (ELLs) enrolled in bilingual education classrooms were assessed in reading English three times a year using curriculum-based measurement. Fluency in Spanish passages was also assessed for Spanish-speaking ELLs in the bilingual education program. Results showed that Spanish-speaking ELLs read less fluently on English passages than general education students across grades and across testing periods. When general education students reading in English and Spanish-speaking ELLs reading in Spanish were compared, general education students read more fluently in English than Spanish-speaking ELLs did in Spanish. In addition, general education students made more gains over time in reading English than Spanish-speaking ELLs reading in Spanish. These findings suggest that curriculum-based measurement can be a viable methodology for evaluating the rate of progress of Spanish-speaking ELLs in bilingual education programs. In addition, the study points to the need for more research to determine the expected rates of gain in reading among Spanish-speaking ELLs in both English and their native language. (Contains 3 tables and 2 figures.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED497258