TY - JOUR
T1 - Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education.
AU - Slavin, Robert
AU - Madden, Nancy
AU - Calderon, Margarita
AU - Chamberlain, Anne
AU - Hennessy, Megan
PY - 2011/3
Y1 - 2011/3
N2 - 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 its Spanish equivalent (Test de Vocabulario en Imagenes Peabody) and on the English and Spanish versions of three Woodcock Reading Scales, first graders in TBE performed significantly better in Spanish and worse in English than did their SEI counterparts. Differences diminished in second and third grades, and by fourth grade, when all students in TBE had transitioned to English-only instruction, there were no significant differences on English reading measures. These findings suggest that Spanish-dominant students learn to read in English equally well in TBE and SEI and that policy should therefore focus on the quality of instruction rather than on the language of instruction for English-language learners. (Contains 1 note and 8 tables.) ABSTRACT AUTHORS: As Provided.
AB - 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 its Spanish equivalent (Test de Vocabulario en Imagenes Peabody) and on the English and Spanish versions of three Woodcock Reading Scales, first graders in TBE performed significantly better in Spanish and worse in English than did their SEI counterparts. Differences diminished in second and third grades, and by fourth grade, when all students in TBE had transitioned to English-only instruction, there were no significant differences on English reading measures. These findings suggest that Spanish-dominant students learn to read in English equally well in TBE and SEI and that policy should therefore focus on the quality of instruction rather than on the language of instruction for English-language learners. (Contains 1 note and 8 tables.) ABSTRACT AUTHORS: As Provided.
UR - http://www.scopus.com/inward/record.url?scp=79952589532&partnerID=8YFLogxK
U2 - 10.3102/0162373711398127
DO - 10.3102/0162373711398127
M3 - Article
SN - 0162-3737
VL - 33
SP - 47
EP - 58
JO - Educational Evaluation and Policy Analysis
JF - Educational Evaluation and Policy Analysis
IS - 1
ER -