Asset Details
Do you wish to reserve the book?
The use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to compare reading proficiency in native English speakers and English language learners
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
The use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to compare reading proficiency in native English speakers and English language learners
Do you wish to request the book?
The use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to compare reading proficiency in native English speakers and English language learners
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Dissertation
The use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to compare reading proficiency in native English speakers and English language learners
2014
Overview
This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the differences in literacy growth. Findings suggest that Spanish speaking students are more likely to begin school at a disadvantage in reading compared to ELL peers and continue to be more likely than ELL peers to be at risk of reading failure by third grade, after four years of sheltered instruction and tiered interventions with ESOL-certified staff. Longitudinally, Lao speaking students are increasingly likely to be at risk for reading failure over successively longer intervals. Among ELL students at low risk for reading failure, On the other end of the achievement spectrum, Spanish speaking students are less likely than ELL peers to be in the highest achieving group early in their schooling and continue to be so after four years of instruction.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9781303933424, 130393342X
