A School and Home-Based Bilingual Education Model (Kindergarten-Grade 4): End-of-Year Evaluation Report, 1977-78 (Third-Year Evaluation Study).

Institution	Askins (B.E.) and Associates, Lubbock, TX.; Clovis Public Schools, NM.; Texas Tech Univ., Lubbock.
Titel	A School and Home-Based Bilingual Education Model (Kindergarten-Grade 4): End-of-Year Evaluation Report, 1977-78 (Third-Year Evaluation Study).
Quelle	(1978), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Demonstration Programs; Early Childhood Education; English (Second Language); Evaluation Methods; Intervention; Language Acquisition; Mexican Americans; Program Evaluation; Reading Achievement; School Readiness; Spanish Speaking + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Hispanoamerikaner; Programme evaluation; Programmevaluation; Leseleistung; Readiness for school; School ability; Schulreife
Abstract	Designed to develop, over a 5-year period, a model K-6 bilingual program, the project provided early childhood bilingual education intervention to facilitate the learning of English and Spanish simultaneously in an effort to effectively develop the child's cognitive, affective and psychomotor skills. Innovative and tested instructional bilingual-bicultural materials were implemented to assist children with limited English speaking ability from low income families. Located in the Clovis, New Mexico municipal schools, the project was divided into two programs: kindergarten and grades 1-4. The primary focus of the 1977-78 external evaluation was to measure the project's impact on student achievement in language development, reading, and math skills. Assessed were bilingual language development, school readiness, and basic skills in the kindergarten and language development, reading, and math skills in grades 1-4. The kindergarten evaluation design consisted of a pre- and posttest one group design and a special regression model. The Grades 1-4 Program was evaluated with a two group (treatment and control) pretest-posttest covariance model. Results indicated that the kindergarten students made significant gains in school readiness and basic skills but not in language development; and, there was no significant difference between the treatment (bilingual) and control groups in terms of English and Spanish language development and developmental skills in reading and math, except in the area of reading at the second grade level, with the difference in favor of the control group. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC