Document Type

Presentation

Publication Date

April 2013

Abstract

The purpose of this research is to examine the language proficiency and reading achievement of a diverse group of 1045 grade 4-8 ELL students enrolled in a dual language program. These students differed in background factors (parent education, SES), dual language program model (90:10, 50:50), and English language proficiency level (Begin/Early Intermediate, Intermediate, Advanced, reclassified Fluent English Proficient). Results show that there are significant effects due to language proficiency group, parent education, SES, and program model on student outcomes - English language proficiency, Spanish reading, and English reading achievement at program entry, grade 3 and current grade. Results are discussed in terms of the significance of these differences among ELL students and the impact they can have on developmental trajectories.

Comments

Paper presented as part of session: ELL Outcomes and Factors Affecting ELL Achievement.
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