Document Type

Presentation

Publication Date

April 2017

Publication Title

American Educational Research Association Annual Meeting (AERA)

Abstract

The purpose of this research is to examine the language proficiency and reading achievement trajectories of 2201 fourth- through eighth-grade students who differed by English language proficiency and were enrolled in a dual language program. Results showed that: 1) students achieved average in Spanish reading achievement and at similar levels in English as their English mainstream ELL peers; 2) students in the four English language proficiency groups varied significantly in all outcome measures in English and Spanish (FEP>Advanced>Intermediate>Beginner) by upper, but not K/1 entry, grades; and 3) examining students’ trajectories shows the importance of Bilingual, not just English, proficiency at school entry and the impact of Spanish reading on English reading in grades 3 and 5-8.

Comments

Paper presented as part of session: Dual-Language Education.
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