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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
The Relationship Between Socioeconomic Status and Reading Achievement in English Language Learners: Dual Language vs. English Only Programs.

The Relationship Between Socioeconomic Status and Reading Achievement in English Language Learners: Dual Language vs. English Only Programs.

Feyerherm, Jennifer L.

Paperback

General Education

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ISBN10: 1243481269
ISBN13: 9781243481269
Publisher: Proquest Umi Dissertation Pub
Pages: 44
Weight: 0.24
Height: 0.11 Width: 7.99 Depth: 10.00
Language: English
The purpose of this project was to determine if differences in English as a Second Language (ESL) school programs and socioeconomic status (SES) influence reading gains in English Language Learners ELL students. The study utilized archival Guided Reading data from a two-way/Dual Language bilingual program (dual language) in two schools and a content-based ESL/sheltered English combined with pull-out ESL program (ESL pull-out) in two schools within a large Midwestern metropolitan area school district. Specifically, reading gains from the fall to the spring quarter were examined. The prediction was that lower SES ELL students in the dual language program would have greater reading gains than those in the ESL pull-out program. A two-way factorial analysis of variance (ANOVA) revealed that there were no significant differences in guided reading gains in relation to school program and SES. Implications of the research findings are discussed and suggestions for future examination of this student population's reading achievement are made.

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