Presentation on theme: "Closing the Literacy Gap for ELLs Closing the Literacy Gap for ELLs Which model is most effective? Ashley Martin ED 702.22 Spring 2011 Midterm Presentation."— Presentation transcript:
Closing the Literacy Gap for ELLs Closing the Literacy Gap for ELLs Which model is most effective? Ashley Martin ED 702.22 Spring 2011 Midterm Presentation ¡Hola! Hello!
TABLE OF CONTENTS Research Design Threats to Internal Validity Threats to External Validity Proposed Data Pre-Test/ Post-Test Results Proposed Data Analysis and Correlation Parent and Student Surveys References
RESEARCH DESIGN Research Design: Quasi-Experimental Design – Nonequivalent Control Group Design Two groups: – Symbolic Design: O X 1 O O X 2 O – (O) Pre-test, (X 1 ) Treatment for Group 1, (X 2 ) Treatment for Group 2, (O) Post-test Two groups of students at risk for limited English literacy achievement will be pre-tested, with Group 1 being exposed to a treatment (bilingual small group literacy instruction) and then post-tested. Individual selection will not be random. Participants are in existing classroom groups according to the Dual Language 50/50 model. Group assignment, however, WILL be random.
THREATS TO INTERNAL VALIDITY History Maturation Testing/ Pre-Test Sensitization Instrumentation Mortality Differential Selection of Subjects
THREATS TO EXTERNAL VALIDITY o Ecological: This particular Dual Language Model is not present in all schools serving ELLs. o Generalizable Conditions o Pre-test Treatment o Experimenter Effects o Specificity of Variables o Reactive Arrangements/ Participants Effects o Compensatory Rivalry o Placebo Effect – Parent Surveys
PROPOSED DATA Pre and Post Tests – Fountas & Pinnell Benchmark Assessment System (K-2) Level G Nonfiction - Bubbles By Christina Rodriguez Student Surveys – Self-Attitudes, Behaviors, Likes and Dislikes Parent Surveys – Demographics, Attitudes, Duration
PRE-TEST/ POST-TEST RESULTS MarchAprilMay PretestPosttestActual Student 16588F Student 292100I Student 39097H Student 48490G Student 55575E Student 699100I Student 796 H Student 88392H Group 1 – Exposed to a Treatment
PROJECTED SURVEY RESULTS/ ANALYSIS A = 1 B = 2 C = 3 D= 4 E= 5 F = 6 G = 7 H = 8 I = 9 J = 10 K = 11 Student 166 Student 2109 Student 3108 Student 498 Student 585 Student 6109 Student 7108 Student 8118 Group 1 Spanish/English Comparison.75rxy
Student Survey Sample Questions Student Survey Student Number: _____ Group: Mets Yankees Circle your answer for YES or NO. Escribe un c í rculo para tu respuesta de SI or NO. 1. I like to read books in Spanish. Me gusta leer libros en espa ñ ol. 1 2 2. I like to be read to in Spanish. Me gusta para escuchar a libros en espa ñ ol. 1 2
Parent Survey Sample Questions 1. It is important for my child to speak and learn in Spanish. Es importante para mi hijo/a a hablar y aprender en espa ñ ol. Strongly DisagreeDisagreeAgreeStrongly Agree 1234 7. I speak to my child in Spanish. / Hablo con mi hijo/a en español. 0 – 1 days per week 0 – 1 d í as por semana 2 – 3 days per week 2 – 3 d í as por semana 4-5 days per week 4-5 d í as por semana 6-7 days per week 6-7 d í as por semana Attitudes/Behaviors Duration
REFERENCES OConnor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/ http://bbhosted.cuny.edu/webapps/portal/ Fountas, I. C. & Pinnell, G. S. (2008). Benchmark assessment system. Portsmouth, New Hampshire: Heinemann.