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ERIC Number: ED576875
Record Type: Non-Journal
Publication Date: 2017
Pages: 203
Abstractor: As Provided
ISBN: 978-1-3697-1173-8
A Quantitative Causal-Comparative Nonexperimental Research Study of English Language Learner and Non-English Language Learner Students' Oral Reading Fluency Growth
O'Loughlin, Tricia Ann
ProQuest LLC, Ed.D. Dissertation, Neumann University
Beginning learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly. Under the current educational policies, ELL students are expected to participate in the general education curriculum while developing their proficiency in the English language. A quantitative causal-comparative nonexperimental research design was used to examine ELL and Non-ELL students' ORF performance to examine the effects of instruction. The research questions addressed how do ELL students in Grades 2-5 compare with Non-ELL students in oral reading fluency-correct words per minute and accuracy at the beginning and end benchmarks as measured by "DIBELS Next"?; and to what extent do ELL and Non-ELL students in Grades 2-5 oral reading fluency-correct words per minute and accuracy grow over time (beginning and end benchmarks) as measured by "DIBELS Next"? The population of the research study included all students in Grades 2-5 during school year 2015-2016 in a small Pennsylvania suburban school district and the sample was a stratified segment of students. Data analysis used two types of "t"-tests: independent groups t-test and paired samples "t"-test. Results showed a significant difference between ELL and Non-ELL students' scores on both the beginning and ending benchmark measures for ORF-words correct per minute and accuracy at all grade levels, 2-5. Results also showed significant growth of both ELL and Non-ELL students' ORF-words correct per minute and accuracy scores at all grade levels, 2-5. By examining actual ORF growth of all learners, growth targets for ELL students can be reconsidered in order to close the achievement gap. The results of this research study provided evidence for growth trajectories of ELL and Non-ELL students in the sample population and accurate information about ELL and Non-ELL students' cumulative performance over time can be utilized in order to determine recommendations for the instructional needs of long-term ELL students and set academic achievement expectations that reflect English Language Proficiency Levels and adequate time needed for such growth. [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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)