Given that reading at the third-grade level by the end of third grade is a predictor of future academic success, the purpose of this study was to determine if receiving or revoking English Language (EL) services had an impact on students’ ability to read at a third-grade level by the end of third grade. In this quantitative study, the scores of students (N= 258) from a suburban school district were examined to determine if EL service status, gender, ethnicity, and family income significantly impacted students’ reading fluency scores.
Results of the study indicated that there were no statistically significant differences in reading achievement scores between students who accepted and who revoked EL services. The study also found that gender, ethnicity, and family income did not affect the relationship between EL service status and students’ ability to read at third-grade level by the end of third grade.
Results of this study indicated that the use of pull-out EL instruction did not have a statistically significant impact on students’ ability to read at a third-grade level by the end of third grade. Although the results were not statistically significant, there was a pattern wherein proportionally more students who accepted EL services met the third-grade target (81 %) in comparison to those students who revoked EL services (76%), suggesting that EL services do have some impact on students’ ability to meet reading achievement goals.
Results of this study indicated that pull-out EL instruction, which is one of the many types of instruction commonly used for EL instruction, should be examined more closely in order to determine its effectiveness in helping EL students reach reading achievement goals.
|Commitee:||Edwards, Marvin, Thomas, Jerald (Jay)|
|Department:||Leadership in Educational Administration|
|School Location:||United States -- Illinois|
|Source:||DAI-A 78/08(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Elementary education, Reading instruction|
|Keywords:||EL instruction, Reading achievement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be