The purpose of the study was to determine the impact of English language proficiency on accuracy, fluency, and holistic quality in academic English writing. Participants were seventh grade students divided amongst three groups: monolingual English only (EO), redesignated fluent English proficient (FEP) and English learner (EL). Accuracy was judged by counting the percentage of correct word sequences (%CWS) and the percentage of error-free T-units (%EFT). Fluency was determined by average T-unit length and total words per composition. Holistic quality was judged using the Illinois Measure of Annual Growth in English (IMAGE) rubric. The results indicated that FEP wrote more accurately then EO (%CWS only), and both FEP and EO outperformed EL in holistic quality. Significant differences did not occur in the remaining measures.
|Advisor:||Richards, Catherine R.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Language arts, Educational psychology|
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