Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Amanda Rockinson-Szapkiw

Primary Subject Area

Education, Bilingual and Multicultural; Education, Curriculum and Instruction; Education, Elementary; Education, General; Education, Reading; Education, Tests and Measurements

Keywords

Bilingual Education, Foreign Language Acquisition, One-way Immersion, Spanish Immersion

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods

Abstract

This quantitative, causal-comparative study examined the possible cause and effect relationship between educational programming, specifically one-way Spanish immersion and traditional English-only, and native English-speaking fifth graders' vocabulary and reading comprehension. Archival data was used to examine students' reading achievement as measured by the Iowa Assessment. Between-subjects multivariate analysis of variance (MANOVA) determined that no significant differences existed between the reading scores of students in the immersion and traditional program. Additionally, a one group pretest-posttest design was used to assess the growth of Spanish listening and speaking skills by students enrolled in the one-way Spanish immersion program using Language Assessment Skills Links Espanol (LAS Links Espanol). The results of dependent t-tests indicated that students made statistically significant gains in Spanish listening and speaking over time.