abstract: Arizona continues to implement the 4-hour ELD block despite opposition and concerns regarding is appropriateness and effectiveness. Research using state and national assessments show that English language learners continue to fall behind their English proficient peers in reading achievement even after the implementation of the 4-hour ELD block. In general, there is no proven direct correlation between the program and underachievement. This study evaluated the impact of the 4-hour ELD block on reading achievement by comparing similar reading-abled students that were in the program with students that were not. The study was conducted in a district located in a predominately Hispanic poor community in order to eliminate social and economical factors that could disadvantage one group over the other. The findings demonstrated there were no significant differences in the reading achievement between both groups, supporting arguments that the 4-hour ELD block has made little to no impact for ELL students. However, results demonstrate that early intervention may be significant in explaining increases in reading achievement. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:53595 |
| Date | January 2019 |
| Contributors | Sanchez, Arturo (Author), Schugurensky, Daniel (Advisor), Garcia, Eugene E. (Advisor), Chavez, Jacob A. (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 109 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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