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Dissertation/Thesis Abstract

Dual Language Education, English as a New Language Support, Transitional Bilingual Education and Monolingual Classroom Education: A Comparison of Academic Achievement among Third Graders
by Herrera, Monika K., Psy.D., Fairleigh Dickinson University, 2020, 114; 27831175
Abstract (Summary)

The purpose of this study was to evaluate the academic performance of third grade English Language Learners (ELLs) in dual language classes to third grade students who received ENL instruction only and to third grade students in bilingual education programs on the New York State (NYS) Standardized ELA and Math assessments. Additionally, the academic performance of third grade English Proficient (EP) who have attended a dual language program with performance of EP students educated in regular monolingual classroom was compared. A sample of 72 ELL students and a group of 57 EP students were compared. The results revealed significantly higher academic performance on ELA and Math assessment among ELL and EP students participating in dual language classes over their peers educated in different setting. The current study revealed the importance of educating ELL and EP students in dual language setting and its benefits.

Indexing (document details)
Advisor: Raffaele Mendez, Linda
Commitee: Chen, Yungchi, Guiney, Meaghan
School: Fairleigh Dickinson University
Department: School Psychology
School Location: United States -- New Jersey
Source: DAI-A 81/10(E), Dissertation Abstracts International
Subjects: Bilingual education, Educational psychology
Keywords: Dual language, ENL support, Transitional education
Publication Number: 27831175
ISBN: 9781658497985
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