Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms

By de Ramirez, Romilia Dominguez; Shapiro, Edward S. | School Psychology Review, Summer 2006 | Go to article overview

Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms


de Ramirez, Romilia Dominguez, Shapiro, Edward S., School Psychology Review


Abstract. Eighty-three students enrolled in general education classrooms and 62 Spanish-speaking English language learners (ELLs) enrolled in bilingual education classrooms were assessed in reading English three times a year using curriculum-based measurement. Fluency in Spanish passages was also assessed for Spanish-speaking ELLs in the bilingual education program. Results showed that Spanish-speaking ELLs read less fluently on English passages than general education students across grades and across testing periods. When general education students reading in English and Spanish-speaking ELLs reading in Spanish were compared, general education students read more fluently in English than Spanish-speaking ELLs did in Spanish. In addition, general education students made more gains over time in reading English than Spanish-speaking ELLs reading in Spanish. These findings suggest that curriculum-based measurement can be a viable methodology for evaluating the rate of progress of Spanish-speaking ELLs in bilingual education programs. In addition, the study points to the need for more research to determine the expected rates of gain in reading among Spanish-speaking ELLs in both English and their native language.

**********

The number of students enrolled in public schools whose native language is other than English has increased dramatically over the past few years. It is estimated that the foreign-born population of the United States reached 31.1 million in 2000 (U.S. Census Bureau, 2000), a 57% increase over the figure reported in 1990. Children in families from Latin American countries (Latino or Hispanic) in particular are one of the fastest growing foreign-born groups in our schools. It is estimated that 78% of English language learners (ELLs) in Grades K-12 speak Spanish (Macias, 2000).

The dramatic increase of ELLs in U.S. schools has led to increasing interest in successful instructional approaches for ELLs. For many years, heated and political debates have been focused over what language (i.e., English vs. Spanish) should be used to meet the educational needs of ELLs. Although the ultimate goal of reading instruction for ELLs is reading English successfully, many of the models for instructing ELLs differ in the amount and duration of instruction that students receive in their primary and secondary language. At one end of the spectrum, English only approaches such as English as a second language, sheltered English, or immersion programs deem-phasize the student's native language (Osorio-O'Dea, 2001). At the other end of the spectrum, bilingual education approaches use the students' native language for both academic learning and English acquisition in all subjects (Osorio-O'Dea, 2001). As paradoxical as it may seem, bilingual education programs develop students' English-reading skills through the use of the student's native language. Support comes from research suggesting that languages develop interdependently, which means that the level of proficiency in one language has an effect on the level of proficiency in the other language (Cummins, 1991). Thus, proficiency in the native language is viewed as a valuable resource for learning English (Cummins, 1991).

Assessment of Spanish-Speaking ELLs

The most common way to assess the reading skills of Spanish-speaking students is through the use of published norm-referenced tests (Garcia & Pearson, 1994; Ochoa, Powell, & Robles-Pina, 1996). Unfortunately, published norm-referenced tests are not sensitive to differences within a person over time (Shinn & Bamonto, 1998). If a student's reading skills were to change as a result of an intervention or an instructional approach, published norm-referenced tests are unable to detect the short-term effects (i.e., 6-8 weeks) of the intervention. Thus, published norm-referenced tests are not designed to meet one of the most critical purposes of assessment--to inform instruction with the aim of improving students' outcomes. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.