School Psychology Forum

Group Differences Between English and Spanish Speakers’ Reading Fluency Growth in Bilingual Immersion Education

By Gordon E. Taub, Stephen A. Sivo & Olivia E. Puyana

Cross-Cultural Action Research in School Psychology, pp. 45–51

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ABSTRACT: This study investigates second language acquisition of learners enrolled in a dual language/two-way bilingual immersion program. Two groups of third-grade students participated in this study. The first group was composed of Spanish-dominant participants learning English, and the second group was composed of English-dominant students learning Spanish. The results indicate statistically significant between-group differences on the posttest reading fluency raw score dependent variable but not on posttest standard scores. Implications of the results related to instructional programming as well as the use of raw and standard scores for progress monitoring are discussed.