Immersion versus bilingual literacy instruction
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IMMERSION VERSUS BILINGUAL LITERACY INSTRUCTION. Which is a better solution for our non-English speaking students?. Susana Pinto Spring 2010. TABLE OF CONTENTS Research Design Threats to Internal Validity Threats to External Validity Proposed Data Pre-test and Survey Results

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IMMERSION VERSUS BILINGUAL LITERACY INSTRUCTION

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Immersion versus bilingual literacy instruction

IMMERSION VERSUS BILINGUAL LITERACY INSTRUCTION

Which is a better solution for our non-English speaking students?

Susana Pinto

Spring 2010


Immersion versus bilingual literacy instruction

  • TABLE OF CONTENTS

  • Research Design

  • Threats to Internal Validity

  • Threats to External Validity

  • Proposed Data

  • Pre-test and Survey Results

  • Proposed Data Analysis and Correlation

  • References


Research design

RESEARCH DESIGN

  • Nonequivalent Control Group Design:

    Two groups are pretested, exposed to a treatment (x), and post tested (o).

  • Symbolic design:

    • O X1 O

    • O X2 O


Threats to internal validity

Threats to Internal Validity

History: During allotted time there may be distractions, i.e. weather, phone in classroom, fire drills, etc.

Maturation: Students over time may lose interest or may be embarrassed to be in the group and not pay attention.

Testing/Pre-test Sensitization: Students can expect what will be on the post-test since there will be a pre-test to asses the students.

Instrumentation: Students might get bored of taking the surveys or parents might not fully understand what is being asked.

Mortality: Students might be absent or move away.

Differential Selection of Subjects: Each group is in a different school. One group will be given material in their native language and the other group will only be given English material.


Threats to external validity

Threats to External Validity

  • Ecological Validity: The results of this study can be generalized with other students that are facing the same language barrier.

  • Selection Treatment Interaction: Students were not randomly selected. Both groups were selected because they are learning to read the English language.

  • Multiple Treatment: The researcher is using two treatments, immersion / bilingual lesson plans.

  • Experimenter Effects: Researcher does present a threat due to the fact that they have a personal connection with the topic.

  • Reactive Arrangements/Participants Effects: This could possibly be a threat to the study because since this is new for the students they will do better than on ordinary circumstances, i.e. Novelty Effect.


Proposed data

Proposed Data

A question that was given to parents on a survey:

  • How often do you read to your child in English?

  • Pre-Test to each student in both groups - G:\WHAT AM I WORKSHEET.doc


Pre test parental survey results do parents reading to their child in english help literacy skills

Pre-test & Parental Survey ResultsDo parents reading to their child in English help literacy skills?


Proposed data analysis correlation

Proposed Data Analysis & Correlation

From the previous Bar Graph we can see that the more a parent reads to their child in English the higher the pre-test score is. This is a good indication that immersing the student in English language has higher benefits than bi-lingual instruction.

Also, our correlation chart shows a high positive correlation. The Rxy is 0.94.


References

References

O’Connor – Petruso, S.,(2008)

Stat.scales.analyses.threats.design.ppt.


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