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ERIC Number: ED523852
Record Type: Non-Journal
Publication Date: 2010
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-0526-1
ISSN: N/A
The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program
Moses, Britani Creel
ProQuest LLC, Ed.D. Dissertation, University of Houston-Clear Lake
The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to investigate the impact of SES on LEP students' English reading performance. Research has indicated that LEP students who have developed their first language are more likely to experience success in reading in their second language (Crawford, 2004; Cummins, 1999, 2000; Escamilla, 1999). In Texas, however, there is still an ongoing debate concerning when students should be transitioned from Transitional Bilingual Education programs. Given the review of the literature, the following hypothesis was presented: Second grade Spanish reading levels and SES for LEP students in a bilingual education program will significantly predict the end of year third grade English TAKS score for these same students. A nonexperimental, quantitative design was used to address the research questions. The researcher used multiple linear regression to determine the efficacy of second grade Spanish reading level and SES in predicting third grade TAKS English reading scores. Two independent variables were used: second grade Spanish reading level and the socioeconomic status of the students' families. The dependent variable was the third grade English TAKS scores from the first administration. The sample was 84 third grade students who were Limited English Proficient who participated in the bilingual education program in one of three public schools during the 2008-2009 school year. The results of the study did not show a significant relationship between SES and TAKS, but they did show a significant relationship between EDL and TAKS. Addressing the final research question, the EDL and SES combined explain a small (9%) amount of the variability in TAKS. Recommendations are given for further longitudinal studies to be conducted in the areas of bilingual education programs, reading in a second language and socioeconomic status. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas