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How to Develop Balanced Biliteracy in Language Minority Children

How to Develop Balanced Biliteracy in Language Minority Children. Education 703.22 Fall 2010 Romina G. Ladner. Table of Contents. Research Design 3 Threats to Internal Validity 4 Threats to External Validity 5 Pretest and Posttest 6

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How to Develop Balanced Biliteracy in Language Minority Children

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  1. How to Develop Balanced Biliteracy in Language Minority Children Education 703.22 Fall 2010 Romina G. Ladner

  2. Table of Contents • Research Design 3 • Threats to Internal Validity 4 • Threats to External Validity 5 • Pretest and Posttest 6 • Reading Levels Analysis 2008 & 2009 7 • Possible Reading Levels 2010 8 • 2nd Grade Reading Performance 9 • Possible Survey Responses 10 • Proposed Data Analysis and Correlation 11

  3. Research Design • Pre-Experimental Design: One-Group Pretest-Posttest Design. • Single Group: Single group is pre-tested (O), exposed to a treatment (X), and posttested (O). • Symbolic Design: OXO

  4. Threats to Internal Validity • History: Poor weather conditions, student misbehavior, and classroom distractions. • Maturation: Students may lose interest in L1 and improve skills in L2. • Testing/Pre-test Sensitization: Students may do better on the post-test since they already had a pre-test. • Instrumentation: Researcher may not administered the test correctly or parents may not fully understand the survey. • Mortality: Possible students' drop outs and transfers. • Statistical Regression: Test scores may differ between the data obtained two years ago. • Differential Selection of Subjects: The group may be different due to transfers to other programs or changes in the classroom. • Selection-Maturation Interaction: Students’ progress in both languages may vary in terms of maturation an interaction.

  5. Threats to External Validity • Ecological Validity: The results of this study may be generalized with other students that are in bilingual programs and need to achieve balance biliteracy. • Generalizable Conditions: The same program could be applied to other participants but the results may not be the same because of different variables like age, culture, education, etc. • Pre-Test Treatment: The pre-test questions may have an impact on the post-test scores. • Selection Treatment Interaction: Students were not randomly selected. • Experimenter Effects: The researcher may affect the performance and responses of the participants. • Reactive Arrangements/ Participants Effects: Students may react differently once they know they are involved in a action research study.

  6. Pretest and Posttest Students will be given four exams (two in English and two in Spanish) to test their reading and writing skills in both languages. • Pretest: Two pretest will be given to students; one in English and one in Spanish. • Posttest: Two posttest will be given to students; one in English and one in Spanish.

  7. Reading Levels Analysis 2008 & 2009 Reading Levels 2008 Reading Levels 2009

  8. Possible Reading Levels 2010

  9. 2nd Grade Reading Performance English Spanish

  10. Possible Survey Responses How often do you read to your child? Every Day 3 Times a Week Once a Week Never (4) (3) (2) (1)

  11. Proposed Data Analysis & Correlation

  12. Resources • O’Connor – Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.

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