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The Relationship Between Oral Langua...

Custar, Rebecca.

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The Relationship Between Oral Language Proficiency and Academic Achievement of High School English Language Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Relationship Between Oral Language Proficiency and Academic Achievement of High School English Language Learners./
Author:	Custar, Rebecca.
Description:	92 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .
Contained By:	Dissertation Abstracts International72-03A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441816
ISBN:	9781124452296

The Relationship Between Oral Language Proficiency and Academic Achievement of High School English Language Learners.
Custar, Rebecca.

The Relationship Between Oral Language Proficiency and Academic Achievement of High School English Language Learners. - 92 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .

Thesis (Ed.D.)--Northcentral University, 2011.

High school English Language Learners (ELLs) are required to meet the increasing academic demands of the current educational accountability movement exemplified by the No Child Left Behind Act of 2001 and, at the same time, acquire academic language proficiency in English. Current research confirms that these students lag behind their native English speaking peers in school achievement. While there exists a wide body of literature which explores factors contributing to this achievement gap, there is comparatively little research on the relationship between English language proficiency (ELP) and academic achievement, especially in secondary level ELLs. This quantitative correlational study explored the association between receptive oral language proficiency (listening comprehension) and academic achievement. The intent was to provide additional information on the role of language proficiency in the academic lives of high school level ELLs. The convenience sample included 802 high school students enrolled in an ELL program in a large, southeastern public school district who had scores on both a standardized listening comprehension measure and a standardized academic achievement measure. Linear regression analysis was used to examine the relationship between second language (L2) listening comprehension ability and academic achievement. For these two variables, a moderately positive correlation was indicated (r(801) = .42, p ≤ 0.0001). The results support the findings of previous research which has confirmed a positive association between academic achievement and oral language proficiency. Recommendations for future research into the effects of oral ELP on the academic lives of ELLs include consideration of the assessments used to measure ELP and academic achievement.

ISBN: 9781124452296Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

The Relationship Between Oral Language Proficiency and Academic Achievement of High School English Language Learners.
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100 1 $a Custar, Rebecca. $3 1678752
245 1 4 $a The Relationship Between Oral Language Proficiency and Academic Achievement of High School English Language Learners.
300 $a 92 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .
500 $a Adviser: Kelley Walters.
502 $a Thesis (Ed.D.)--Northcentral University, 2011.
520 $a High school English Language Learners (ELLs) are required to meet the increasing academic demands of the current educational accountability movement exemplified by the No Child Left Behind Act of 2001 and, at the same time, acquire academic language proficiency in English. Current research confirms that these students lag behind their native English speaking peers in school achievement. While there exists a wide body of literature which explores factors contributing to this achievement gap, there is comparatively little research on the relationship between English language proficiency (ELP) and academic achievement, especially in secondary level ELLs. This quantitative correlational study explored the association between receptive oral language proficiency (listening comprehension) and academic achievement. The intent was to provide additional information on the role of language proficiency in the academic lives of high school level ELLs. The convenience sample included 802 high school students enrolled in an ELL program in a large, southeastern public school district who had scores on both a standardized listening comprehension measure and a standardized academic achievement measure. Linear regression analysis was used to examine the relationship between second language (L2) listening comprehension ability and academic achievement. For these two variables, a moderately positive correlation was indicated (r(801) = .42, p ≤ 0.0001). The results support the findings of previous research which has confirmed a positive association between academic achievement and oral language proficiency. Recommendations for future research into the effects of oral ELP on the academic lives of ELLs include consideration of the assessments used to measure ELP and academic achievement.
590 $a School code: 1443.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, English as a Second Language. $3 1030294
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773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Walters, Kelley, $e advisor
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791 $a Ed.D.
792 $a 2011
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