STUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY

Simple item page
dc.contributor.advisorEmerson, Michael W.
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberMacNeil, Angus J.
dc.contributor.committeeMemberBlaine, Jennifer
dc.contributor.committeeMemberBorneman, Robert C.
dc.contributor.committeeMemberFernandez, Julie
dc.creatorHernandez, Valerie 1970-
dc.date.accessioned2015-08-24T00:52:11Z
dc.date.available2015-08-24T00:52:11Z
dc.date.createdMay 2013
dc.date.issued2013-05
dc.date.updated2015-08-24T00:52:12Z
dc.description.abstractWith increasing demands imposed by state standards for students to show proficiency at high levels in reading and writing, instruction for the English language learner is critical. Dual language programs address English proficiency through instruction that first helps the ELL become proficient in a native language while simultaneously teaching English. Leaders responsible for supporting instructional programs that best achieve this goal will find it imperative to understand how and if dual language programs can be effective. This study examined three years of 5th grade reading TAKS results between the years 2009-2011 to compare the performance of students in a dual language program to students in a transitional bilingual program. Results showed that dual language students performed better than those in the transitional program. The study aimed to provide leaders with data to continue dialogue about how to improve the performance of a critical demographic group in schools today.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1018
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectDual language
dc.subjectReading achievement
dc.subjectTransitional bilingual
dc.subject.otherProfessional leadership
dc.titleSTUDENT READING ACHIEVEMENT IN DUAL LANGUAGE AND TRANSITIONAL BILINGUAL PROGRAMS: AN EVALUATIVE STUDY
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
HERNANDEZ-DISSERTATION-2013.pdf
Size:
731.74 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.85 KB
Format:
Plain Text
Description:
Download

Collections

Published ETD Collection