A Quantitative Comparison of the Reading Achievement of Third Grade English

Learners in Dual Langauge and Transitional Bilingual Programs

Shajaira P. LópezEducational Leadership Doctoral Program

Dissertation DefenseMay 26, 2016

Acknowledgements

◉ Dr. Vicki Gunther◉ Dr. Carlos Azcoitia ◉ Dr. Jason Stegemoller◉ Dr. Madi Philips◉Mr. Mauricio López

Overview

1. Statement of the Problem2. Purpose of the Study3. Research Questions4. Literature Review5. Hypotheses6. Methodology7. Findings8. Discussion9. Implications10. Recommendation for Future Research11. Conclusion

Statement of the Problem

The underperformance of English learners (ELs) in Chicago Public Schools (CPS)

Purpose of the Study

To compare the reading achievement of third grade ELs enrolled in dual language education (DLE) programs with those enrolled in transitional bilingual education (TBE) programs in order to determine which program is more effective in improving the English reading proficiency of third grade ELs in the CPS.

Research Questions

1. Is there a significant difference in the reading scores of ELs on the ISAT between those enrolled in third grade dual language education programs and those enrolled in third grade transitional bilingual education programs?

2. Is there a significant difference in the reading proficiency levels of ELs on the ACCESS for ELLs between those enrolled in third grade dual language education programs and those enrolled in third grade transitional bilingual education programs?

Let’s review some concepts

Cummins, 2000Research has continuously failed to exhibit a significant relationship between the amount of English instruction and the development of grade-level English proficiency.

Montes, 2005Compared the effectiveness of a DLE and a TBE program in K-3 ELs. Found no significant relationship between the amount of English instruction and the level of English proficiency.

Fralick, 2007Compared the effectiveness of DLE and TBE on 4th grade ELs continuously enrolled in K-3 DLE and TBE programs. No significant difference found.

Trejo, 2015No significant difference between the reading scores of native Spanish speakers in DLE programs and native Spanish speakers in TBE programs.

Nascimento, 2011Concluded that K-3 ELs who were continuously enrolled in a DLE program revealed higher academic achievement than the ELs in TBE program.

Jonathan, Kim and Franklin, 2012No significant difference in reading and oral proficiency between K-3 ELs in DLE, TBE and SEI.

Literature Review

“By analyzing the results of curriculum based measures in the areas of word decoding and overall reading comprehension, this study shows that students who have been continuously

enrolled in a Dual Language: Two-Way Immersion Bilingual Program reveal higher academic achievement than students

enrolled in an Early Exit, Transitional Bilingual program, from kindergarten to third grade.

Nascimento, 2011, p. v

Hypotheses

1. There is a significantly higher mean reading score on the ISAT for ELs enrolled in third grade dual language education programs compared to those enrolled in third grade transitional bilingual education programs.

2. There is a significantly higher mean score in the reading proficiency levels on the ACCESS for ELLs for third grade ELs enrolled in dual language education programs compared to those enrolled in third grade transitional bilingual education programs.

In two or three columns

SAMPLE◉ DLE/TBE active in K-

3 during 2010-2014

◉ Level 1 and level 1+

◉ Similar location and demographics

1. DLE12. DLE23. TBE14. TBE2

INSTRUMENTATION◉ Individual ISAT

reading scale scores

◉ Individual ACCESS for ELLs reading proficiency levels

DATA ANALYSIS◉ Independent

sample t-tests

◉ P ≤ .05

Methodology

And tables to compare data

Hypothesis Group M SD n T

1

DLE 180.38 23.54 434

-1.702

TBE 183.04 25.655 568

2

DLE1 180.89 23.905 356

0.028

TBE1 180.84 25.583 474

3

DLE2 178.06 21.793 78

-4.65*

TBE2 194.12 23.139 94

Findings: Hypotheses 1 - 3

*Significant at p<.05

And tables to compare data

Hypothesis Group M SD n T

4

DLE 4.68 1.089 469

-3.009*

TBE 4.88 1.083 636

5

DLE1 4.655 1.0963 385

-1.987*

TBE1 4.801 1.0986 530

6

DLE2 4.818 1.0484 84

-3.35*

TBE2 5.292 0.903 106

Findings: Hypotheses 4 - 6

*Significant at p<.05

Additional Findings

Independent sample t-tests were carried out in order to compare ISAT and ACCESS scores for:

1. DLE1 v. DLE2 No significant difference

2. TBE1 v. TBE2 Significantly different

Discussion

Why did ELs in TBE programs score significantly higher?

◉ The goal is monolingualism◉ TBE program structure◉ Zone of Proximal Development◉ Input Hypothesis

Discussion

Why are my results different from Trejo (2015), Nascimento (2011), Fralick (2007), Jonathan,

Kim and Franklin (2012)?

1. Sample- Type of schools chosen- Confounding variables

2. Assessments3. Program Structure

Implications

◉ CPS should create the opportunity for DLE and TBE program administrators and teachers to share their successes and strategies.

◉ CPS should collaborate with organizations that can provide the needed research and professional development needed to improve the achievement of ELs in DLE programs—Illinois Resource Center.

◉ ISBE should place more emphasis on results of ACCESS for ELLs

Recommendations for Future Research

◉ A mixed methods study consisting of a longitudinal quantitative comparative analysis of the reading proficiency of ELs in 3rd

through 6th grade in DLE1, DLE2, TBE1, and TBE2, and a qualitative study that describes the practices of teachers and administrators in the programs.

◉ A bilingual education program evaluation of TBE2 in order to determine if the success of ELs in this school can be attributed to the transitional bilingual education program.

◉ Program evaluations of DLE1 and DLE2 in order to determine the extent to which each program implements dual language education successfully.

◉ A longitudinal (K-12) quantitative analysis of the impact that dual language program participation had on the language acquisition and academic achievement of ELs that attended DLE1 and DLE2.

Conclusions

1. The findings of this study cannot be used to support the assertion that DLE programs are capable of providing ELs with the type of instruction that yield higher reading test scores at the third grade level.

2. For a DLE program to yield higher results, it must be well implemented and ELs must participate in it for at least six years (Lindholm-Leary, 2005).

3. Unrecognized potential of TBE programs

Thanks! Comments?

References

◉ Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.

◉ Montes, J. (2005). A comparison of a dual language and a transitional bilingual program: Student achievement, teacher preparation, and program organization. Retrieved from http://library.aurora.edu/login?url=http://search.proquest.com/docview/305397319?accountid=26354

◉ Fralick, R. P. (2007). A comparative study of fourth-grade English-language learners who participated in a transitional bilingual model, a dual bilingual model, or English-only instruction in a selected south Texas school district. Retrieved from http://library.aurora.edu/login?url=http://search.proquest.com/docview/304849921?accountid=26354

◉ Jonathan, N., Kim, L., & Franklin, M. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537-567.

◉ Lindholm-Leary, K. J. (2005). Review of research and best practices on effective features of dual language education programs. San José: San José State University. Retrieved from http://www.lindholm-leary.com/resources/review_research.pdf

◉ Nascimento, F. C. (2012). Differences in achievement between students enrolled in a transitional, early exit bilingual program and in a dual language: Two-way immersion bilingual program: A pilot study. Fairleigh Dickinson University, ProQuest Dissertations Publishing. 3497120.

◉ Trejo, M. A. (2015). Implications for dual language administrative leadership: A comparison of the English reading achievement of third grade students among three instructional programs in a rural school district. Retrieved from http://library.aurora.edu/login?url=http://search.proquest.com/docview/1739211763?accountid=26354