Evaluating a Reading Curriculum for Emergent Bilingual Learners in Fourth and Fifth Grades

• In Event: Millennium Hotel Roundtable Session 17
  In Roundtable Session: Developing Literacy in English Language Learning Settings

Abstract

In this proposal, we describe two field trials of a small-group, multi-component reading curriculum that included: a) use of text as a vehicle to target small-group instruction in morphology, semantics, and syntax; b) small-group discussions and written expression; and c) integrated bilingual supports. The curriculum was field tested in the Northeast (Study 1; cluster randomized design) and Mid-Atlantic (Study 2; quasi-experimental design) regions of the United States during 2016 - 2017. Analyses are ongoing. Study 1 initial findings indicate no effects of the intervention on indicators reading and academic language, but significant effects on semantics and word count of argumentative writing. We present the analytic plan for Study 2. Full results from both studies will be finalized for AERA 2018.

Authors

• Patrick Proctor, Boston College

• Rebecca Deffes Silverman, University of Maryland - College Park

• Jeff R. Harring, University of Maryland - College Park

• Anna Meyer, University of Maryland - College Park

• Renata Love Jones, Georgia State University