Examining Dual Language Latinx Bilingual Learners' Reading Scores

• In Event: Dual Language Learners, English Learners, and Literacy Knowledge

Abstract

This study aimed to compare the performance on the state assessment STAAR Reading between BLs in a one-way dual language program compared to the average scale scores of ELs in the state of Texas. The results of these data points taken in three different grade levels from the same group of bilingual learners demonstrate the beginning of positive long-term outcomes by 5th grade. The analysis revealed that the percentage of BLs in the study scoring above the Texas ELs’ average score increased exponentially through the grade, reaching 64% in the STAAR Reading in English assessment. This demonstrated that students in a dual language program, learning English as a second language, can develop English while maintaining and fostering their heritage language.

Authors

• Isela Almaguer, University of Texas Rio Grande Valley

• J. Joy Esquierdo, The University of Texas Rio Grande Valley