A dual language (DL) elementary program was compared with two schools grades 1-4, that used English as a second language (ESL) instruction. The guided reading scores were analyzed from the 2005-2006 school year and included fall (pretest) and spring (posttest) data collection. Significant differences were found in students' English scores between the DL and ESL schools. Findings showed that while DL students had higher scores on average in the fall in all but the second grade, the DL students had lower scores on average in the spring in all but the fourth grade. Implications for the school district's ESL curriculum delivery model, as well as the use of guided reading as an assessment measure are discussed.Educating language-minority children. Washington, DC: National Academy Press . Center for Applied Linguistics. (2001). Two-way bilingual immersion tables. Retrieved November 28, 2006, from http://www.cal.org/twi/directory/tables/htmlanbsp;...
|Title||:||Comparing ESL and Dual Language Instruction on Guided Reading|
|Publisher||:||ProQuest - 2007|