The Effectiveness Of A Late-Exit/Transitional Bilingual Program Related To The Reading Achievement Of Hispanic Limited English Proficient Elementary School Students.

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Overview

The purpose of this study was to determine if the late-exit/transitional bilingual education program is more effective for fourth grade Hispanic limited English Proficient (LEP) students in increasing English reading TAKS test scores as opposed to fourth grade Hispanic limited English Proficient (LEP) students in a regular education classroom. The researcher examined English reading test scores of the Texas Assessment of Knowledge and Skills (TAKS) test of both groups of students involved at San Antonio Independent School District (S.A.I.S.D.) elementary schools. Also, teachers from both the late-exit/transitional bilingual education and regular education classroom settings responded to protocol questions. The protocol was designed to gain insight into the teacher perceptions of Hispanic LEP students enrolled in a late-exit/transitional and regular education classroom. Test scores of 60, randomly selected fourth grade Hispanic limited English proficient students were studied. These scores were analyzed using descriptive statistics. Two groups were identified: the treatment group consisted of 30 randomly selected fourth grade Hispanic LEP students' test scores in a late-exit/transitional bilingual education program (N=777), and the control group consisted of 30 randomly selected fourth grade Hispanic LEP students' test scores who participated in a regular education classroom (N=44). The 30 late-exit/transitional bilingual education students and the 30 randomly selected Hispanic LEP students in a regular classroom were from various schools within the San Antonio Independent School District. Research question one asked, "Is there a difference on the fourth grade TAKS English reading test scores between Hispanic LEP elementary school students who are enrolled in a late-exit/transitional bilingual education program and Hispanic LEP elementary school students who are enrolled in regular education classroom?" Results indicate that there was not a significant difference in the 2007 English reading TAKS test scores between the two Hispanic LEP elementary school student groups. According to the literature base in chapter two, the late-exit/transitional bilingual education program has shown mixed results. Research question number two asked: "Is there a difference in the teacher perceptions of Hispanic LEP elementary students who are enrolled in a late-exit/transitional bilingual education programs and Hispanic LEP elementary school students who are enrolled in a regular education classroom?" The answer was that there is little difference between the responses from the regular education and bilingual teachers, and both have very similar attitudes and perceptions.
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Product Details

  • ISBN-13: 9781243621665
  • Publisher: BiblioLabsII
  • Publication date: 9/4/2011
  • Pages: 104
  • Product dimensions: 7.44 (w) x 9.69 (h) x 0.22 (d)

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