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A Casual-Comparative Study of the Phonological Processing of Romanian and American Third-Grade Students
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Winget, Cheryl McCowan – ProQuest LLC, 2013
When considering the most discernible indicator of dyslexia, most researchers have agreed that phonological awareness is perhaps the most pertinent sign (Gillon, 2004; Hallahan & Kauffman, 2006; Lyon, Shaywitz, & Shaywitz, 2003). However, is this true in languages other than English? How does orthography affect phonological…
Descriptors: Dyslexia, Phonological Awareness, Comparative Analysis, Grade 3
The Use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to Compare Reading Proficiency in Native English Speakers and English Language Learners
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Ellett, Ryan – ProQuest LLC, 2014
This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the…
Descriptors: Elementary School Students, Emergent Literacy, Reading Fluency, Reading Tests
The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders
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Kim, Sunjoo Shawn – ProQuest LLC, 2013
The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting.…
Descriptors: Elementary School Students, Grade 2, Reading Comprehension, Reading Instruction
A Comparison of Third Grade English Language Learners' Reading Test Scores from Urban Classrooms Taught by Native or Non-Native English Speaking Teachers
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Ramos, Norma Alicia – ProQuest LLC, 2010
Purpose: The purpose of this study was to determine the extent to which third grade English reading achievement scores, as measured by the Texas English Language Proficiency Assessment System (TELPAS), differed between two groups of students--those educated in transitional bilingual classrooms taught by native-English speaking teachers (NESTs) and…
Descriptors: Grade 3, English Language Learners, Elementary School Students, Reading Tests
Technology-Enhanced Formative Assessment in Mathematics for English Language Learners
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Lekwa, Adam Jens – ProQuest LLC, 2012
This paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These…
Descriptors: Formative Evaluation, Computer Assisted Testing, Grade 1, Grade 2
Effects of an Elementary Two Way Bilingual Spanish-English Immersion School Program on Junior High and High School Student Achievement
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Vega, Luis Diego – ProQuest LLC, 2014
This study explores the effects of a Two-Way Bilingual Immersion (TWBI) program on language majority and minority students. The fundamental hypothesis was that the process of receiving instruction in two languages (English and Spanish) throughout elementary school (i.e., attendance at a TWBI school) would help the native Spanish-speaking students…
Descriptors: Elementary School Students, Bilingual Education Programs, Quasiexperimental Design, Control Groups