Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

1995

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Steven G. Siera

First Committee Member

Mari G. Irvin

Second Committee Member

Stephen E. Trotter

Third Committee Member

Judith Van Hoorn

Fourth Committee Member

Celeste Roseberry-McKibbin

Abstract

The purpose of this study was to determine the predictive validity of the Spanish and English versions of the Peabody Picture Vocabulary Test for entering limited English proficient (LEP) Spanish and monolingual English kindergarten students. The criterion was reading achievement as measured by the Total Reading subtest of the Comprehensive Tests of Basic Skills (CTBS) and the Spanish Assessment of Basic Education (SABE). In addition, percentage of instructional time in Spanish was examined as a variable which may combine with the vocabulary scores to predict achievement for the Spanish speaking students. Selected for the study were 355 monolingual English speaking and 208 monolingual Spanish-speaking kindergarten students from a single district in central California. The LEP students included were those who scored a "one," no English, on the Bilingual Syntax Measure (BSM) upon entering kindergarten. Students included in the study were selected over 3 school years and 25 kindergarten teachers. Ninety percent of the district's students were on free or reduced cost lunch. The results of this study indicate there is a statistically significant relationship between entering kindergarten students' vocabulary scores and end of the first grade reading achievement but the vocabulary scores differentially predict achievement for the Spanish and English students. English speaking students scored significantly higher in reading achievement than Spanish-speaking students. The amount of time spent instructing in Spanish during the first grade combines with the students' language and vocabulary scores for a greater increment in the prediction of reading achievement. LEP Spanish-speaking students instructed more than 75% of the time in Spanish at the first grade level scored significantly higher in reading achievement than those instructed less than 75% of the time.

Pages

161

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email

 

Rights Statement

Rights Statement

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).