M.A. in School Psychology
Educational Services and Leadership
College of Education
Bilingualism in children; English language--Study and teaching; Reading
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.
Cruz, Gloria, "Comparison of two approaches in teaching reading to limited English proficient students and their academic achievement" (1995). Theses and Dissertations. 2230.