Access the full text.
Sign up today, get DeepDyve free for 14 days.
References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.
The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs—transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models to examine Spanish and English reading outcomes for evidence of an “additive advantage” associated with programs that pursue full proficiency in students’ home language and English. Set in a large urban school district in Texas, this research finds that participants in the most additive program, two-way, earned the highest Grade 5 English reading performance. In contrast, students in transitional and two-way programs demonstrated similar Spanish reading growth, and developmental students had significantly slower growth than transitional students.
American Educational Research Journal – SAGE
Published: Apr 1, 2019
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.