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Direct linkWages, Michele M. – ProQuest LLC, 2013
This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample…
Descriptors: Comparative Analysis, Bilingual Education Programs, Reading Achievement, Elementary School Students
Peer reviewedSlavin, Robert E.; Madden, Nancy; Calderon, Margarita; Chamberlain, Anne; Hennessy, Megan – Educational Evaluation and Policy Analysis, 2011
This article reports the outcomes of a multiyear study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned, beginning in kindergarten, to transitional bilingual education (TBE) or structured English immersion (SEI) for periods of up to 5 years. On the Peabody Picture Vocabulary Test and…
Descriptors: Bilingual Education, Language of Instruction, Transitional Programs, Second Language Learning
Vaughn, Sharon; Cirino, Paul T.; Linan-Thompson, Sylvia; Mathes, Patricia G.; Carlson, Coleen D.; Hagan, Eisa Cardenas; Pollard-Durodola, Sharolyn D.; Fletcher, Jack M.; Francis, David J. – American Educational Research Journal, 2006
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the…
Descriptors: Grade 1, Intervention, Spanish, English (Second Language)
