Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms

2006 ◽  
Vol 35 (3) ◽  
pp. 356-369 ◽  
Author(s):  
Romilia Domínguez de Ramírez ◽  
Edward S. Shapiro
2007 ◽  
Vol 40 (3) ◽  
pp. 268-271

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Author(s):  
Vanessa Colón ◽  
Susan Szabo ◽  
Jacqueline Riley

This action research study was completed in a North Texas school district where English language learners comprised 52% of the K-12 student population during the 2015-2016 academic school year. Data from a campus which used a two-way dual language immersion (DLI) program and another campus which used a transitional bilingual education (TBE) program were evaluated. The study analyzed the district's third to fifth grade reading assessment results of 128 students from the DLI campus and 223 from the TBE campus. Researchers compared the scores of students in each program to determine if one bilingual model produced higher scores than another. The results showed that there were greater gains for ELLs in the TBE program at all grade levels (third to fifth). Although the TBE program resulted in higher student scores, limitations make it unclear to what degree the program impacted students' achievement.


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