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A comparison of the performance of t...

Angelastro, Yvonne.

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A comparison of the performance of third-grade English language learners on measures of general literacy and mathematical literacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of the performance of third-grade English language learners on measures of general literacy and mathematical literacy./
Author:	Angelastro, Yvonne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2006,
Description:	126 p.
Notes:	Source: Dissertations Abstracts International, Volume: 68-11, Section: A.
Contained By:	Dissertations Abstracts International68-11A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3247172

A comparison of the performance of third-grade English language learners on measures of general literacy and mathematical literacy.
Angelastro, Yvonne.

A comparison of the performance of third-grade English language learners on measures of general literacy and mathematical literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2006 - 126 p.

Source: Dissertations Abstracts International, Volume: 68-11, Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2006.

This item must not be sold to any third party vendors.

The purpose of the present researcher is to compare the performance of students who are English Language Learners (ELLs) on measures of general language ability and cognitive academic language proficiency (CALP) in the content area of mathematics. The investigator addresses the need to evaluate the CALP of ELLs in grade 3 who attain adequate scores in Basic Interpersonal Communications Skills (BICS) and are in mainstream classrooms but continue to struggle with content area learning. The study includes 144 third grade ELL students who attained Levels of "Advanced" and "Proficient" on the English as a second language proficiency achievement test used by New York State. They were therefore placed in monolingual classrooms. The scores of the ELLs on the standardized language proficiency tests were compared to their scores on a measure that had a similar format, but focused on the mathematical literacy of third grade. Scores of ELLs on the mathematical literacy task was compared to that of 127 native English language speakers (NELs) grade level peers of'the ELLs. The data collected for the present study were analyzed using a one-way between group (ELLs vs. NELs) analyses of variance-ANOVA-with one dependent measures (mathematical literacy), and one t-test comparing general vs. mathematical literacy for ELLs. Repeated measures analyses of variance were also conducted to measure the impact of gender, primary language, and years in the United States on the performance of ELLs vs. mathematical literacy measures. Further, an item analysis was conducted of ELLs' performance on the mathematical literacy assessment to gain, an understanding of their specific strengths and weaknesses. The study will contribute to the literature on (a) assessment of CALP; (b) learning needs of ELLs in the content areas; and (c) assessment of mathematical literacy.Subjects--Topical Terms:

532624
Language arts.

A comparison of the performance of third-grade English language learners on measures of general literacy and mathematical literacy.
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500 $a Source: Dissertations Abstracts International, Volume: 68-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Parmar, Rene.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2006.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of the present researcher is to compare the performance of students who are English Language Learners (ELLs) on measures of general language ability and cognitive academic language proficiency (CALP) in the content area of mathematics. The investigator addresses the need to evaluate the CALP of ELLs in grade 3 who attain adequate scores in Basic Interpersonal Communications Skills (BICS) and are in mainstream classrooms but continue to struggle with content area learning. The study includes 144 third grade ELL students who attained Levels of "Advanced" and "Proficient" on the English as a second language proficiency achievement test used by New York State. They were therefore placed in monolingual classrooms. The scores of the ELLs on the standardized language proficiency tests were compared to their scores on a measure that had a similar format, but focused on the mathematical literacy of third grade. Scores of ELLs on the mathematical literacy task was compared to that of 127 native English language speakers (NELs) grade level peers of'the ELLs. The data collected for the present study were analyzed using a one-way between group (ELLs vs. NELs) analyses of variance-ANOVA-with one dependent measures (mathematical literacy), and one t-test comparing general vs. mathematical literacy for ELLs. Repeated measures analyses of variance were also conducted to measure the impact of gender, primary language, and years in the United States on the performance of ELLs vs. mathematical literacy measures. Further, an item analysis was conducted of ELLs' performance on the mathematical literacy assessment to gain, an understanding of their specific strengths and weaknesses. The study will contribute to the literature on (a) assessment of CALP; (b) learning needs of ELLs in the content areas; and (c) assessment of mathematical literacy.
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