Closing the Literacy Gap for ELLs

Which model is most effective?

¡Hola! Hello!

Ashley Martin

ED 702.22 Spring 2011 Final Presentation

TABLE OF CONTENTS

        

Statement of Problem - 3 Review of Literature - 4 Statement of Hypothesis - 5 Participants/Instruments - 6 Experimental Design/Threats to Validity - 7 Procedure - 8 Results - 9-13 Discussion/Implications - 14 References - 15

Statement of Problem



To instruct first-grade ELLs at PSX, the school has implemented a side-by-side dual-language setting that separates L1 and L2 literacy development by classroom. For Spanish speaking students (L1), English proficiency (L2) is below expected levels according to ECLAS-2 results and Fountas & Pinnell reading levels.

The Great Debate

Native Language Maintenance or English Immersion

 Research confirms significance of native language maintenance as predictor of future L2 proficiency as well as a powerful tool to assist in the transfer of literacy knowledge from one language to the next.

(Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006).

 Research confirms English-only immersion models as most effective.

– (Garcia, E., 2007; Helmsley, Holm & Dodd, 2006; Leung et al., 2010; Rossell & Baker, 1996; Winsler et al., 2006) States with recent policy changes: California, Arizona, Georgia, and Massachusetts.

Statement of Hypothesis

HR¹:

Use of bilingual small-group literacy instruction in English Classroom over an eight-week period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (Fountas & Pinnell)

HR²

: Bilingual small-group literacy instruction in English Classroom A will yield a greater literacy improvement for students compared to those instructed in English Classroom B.

Participants and Instruments



Participants 14 students from P.S. X in Brooklyn, all with L1 Spanish and L2 English in a Dual Language Program



Pre and Post Tests

–

Fountas & Pinnell Benchmark Assessment System (K-2)



Level G Nonfiction “Bubbles” By Christina Rodriguez



Student Surveys

–

Self-Attitudes, Behaviors, Likes and Dislikes

Honduras 

Parent Surveys

–

Demographics, Attitudes, Duration

El Salvador Dominican Rep.

Guatemala Mexico

RESEARCH DESIGN and THREATS TO VALIDITY



Research Design:

Quasi-Experimental Design – Nonequivalent Control Group Design –

Symbolic Design: O X 1 O O X 2 O

Threats to Internal Validity Threats to External Validity      

History Maturation Testing/ Pre-Test Sensitization Instrumentation Mortality Differential Selection of Subjects

o

Ecological

:

Generalizable Conditions

o

Pre-test Treatment

o

Experimenter Effects

o

Specificity of Variables

o

Reactive Arrangements/ Participants Effects

o Compensatory Rivalry o Placebo Effect – Parent Surveys

Procedure



Pretest administration



Small group literacy instruction

 Bi-weekly/tri-weekly depending on existing dual language rotation calendar.



Group 1 Treatment

 Bilingual instruction using the following strategies:  Preview - View - Review  Cognate Analysis/Translation to clarify  Word Study Activities

Pretest/Posttest Results

% Change Reading Comp Vocab Group 1 5.2% 22.9% 11.6% Group 2 3.6% 12.2% -1.8% Average Minimum Maximum 86.5% 40.0% 97.9% 91.7% 56.5% 100.0% Averages Minimum Maximum 90.9% 81.3% 96.5% 94.5% 87.5% 100.0%

Group 1: Spanish/English Correlation

Group 1 Spanish/English Comparison

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 10 10 10 7 9 6 9

.903rxy

9 8 9 7 7 5 8

Spanish Levels Influencing English Levels

10 9 8 7 6 5 4 3 2 1 0 0 5 10

Spanish Reading Level ( F & P)

15 Series1 Linear (Series1) Eng. Average Sp. Average 7.57142857

8.71428571

G/H H/I A = 1 B = 2 C = 3 D= 4 E= 5 F = 6 G = 7 H = 8 I = 9 J = 10 K = 11

Group 2: Spanish/English Correlation

Group 2 Spanish/English Comparison

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 10 9 10 9 9 9 9

.710rxy

9 8 8 7 7 7 8

Spanish Level Affecting English Level

10 9 8 3 2 1 0 7 6 5 4 8.5

9 9.5

10 10.5

Spanish Reading Level (F & P)

Series1 Linear (Series1) A = 1 B = 2 C = 3 D= 4 E= 5 F = 6 G = 7 H = 8 I = 9 J = 10 K = 11 Eng. Average Sp. Average 7.71428571

9.28571429

G/H I/J

Student and Parent Surveys

6. I like to learn at school using my Spanish.

Me gusta aprender en escuela usando mi español

.698rxy

1  2  4 It is important for my child to continue to speak Spanish while learning English.

Es importante para mi hijo/a a continuar hablando espa ñ ol mientras esta aprendiendo ingles.

Strongly Disagree Disagree Agree Strongly Agree 1 2 3 4 •While no correlation could be found for either group, 92.8% of all responses were favorable (3 or 4)

Data Dispersion / Grade Level Expectancies

σ = 14.4 σ = 3.8

English Reading Levels Grade Level Equiva lent Kinderga rten Firs t Gra de (Ea rly Yea r) Level D Level E Level F Level G of Yea r) Level I Second Gra dde Level J On Grade Level Posttest/Group 1 Students % at Level 2 2 0 9 0 1 0 2 0% 14% 0% 29% 29% 29% 0%

57%

Posttest/Group 2 Students % at Level 3 1 0 9 0 0 0 3

57%

0% 0% 0% 43% 43% 14% 0

Discussion / Implications

•

L1 maintenance more successful than English immersion programs.

Bilingual treatment L2 only % Change Reading Comp Vocab Group 1 5.2% 22.9% 11.6% Group 2 3.6% 12.2% -1.8% (Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006).

• Parent support of native language maintenance • Polarized nature of debate and research suggests need for more research, especially in light of recent policy changes.

References

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