Date Approved

5-3-1995

Embargo Period

9-8-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Bilingualism in children; English language--Study and teaching; Reading

Disciplines

Educational Psychology

Abstract

The purpose of the study was to determine which of two instructional approaches. Whole-Language or Distar (Direct Instruction), was more effective in producing higher levels of academic achievement in bilingual first grade students. It was predicted that the bilingual students receiving instruction through the Whole-Language approach would demonstrate higher academic achievement than those receiving instruction through the Distar approach.

A Pre and Post District Skills Inventory Test for reading (Communication Arts) was administered to the students in each instructional approach group. There were nine students in each group. The resulting scores were analyzed statistically using a t test design for a comparison of the mean values of test scores on before and after instruction, and between groups after instruction, revealed that although gains within each group were significant, there was not a significant difference between groups' academic achievement. The results are discussed in the context of problems with sample size and students' native language.

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