A difference in ELL instruction: A study of 50/50 dual-immersion bilingual literacy program for second grade English language learners
by Williams, Judy L., Ph.D., CAPELLA UNIVERSITY, 2011, 113 pages; 3487109

Abstract:

This study compared second grade students enrolled in dual-immersion and traditional language instruction to determine which method resulted in higher scores on standardized reading comprehension, fluency, and vocabulary tests. Test scores for the 2009-2010 end of the school year on the California Standardized Test (CST) for reading comprehension, the Dynamic Indicators of Early Basic Literacy (DIBELS), and the Anaheim, California District Common Assessment (DCA) were used with written permission from the Anaheim City School District were compared for fifty-one students in traditional instruction and thirty-four students in dual-immersion instruction. Results indicated that students enrolled in dual-immersion scored significantly higher (p < .01) than students enrolled in traditional instruction. .
 
AdviserRonald Dougall
SchoolCAPELLA UNIVERSITY
SourceDAI/A 73-03, p. , Dec 2011
Source TypeDissertation
SubjectsBilingual education; English as a second language
Publication Number3487109
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