A comparison of reading proficiency growth for Spanish-speaking English Language Learners and Non-English Language Learners within first grade monolingual classrooms

Recent literature indicates the necessity for schools to meet the needs of students from different cultural and linguistic backgrounds. Reading is a critical foundation for children's academic success. Therefore, enhancing literacy achievement has been identified as a high priority in education policy and research (Massetti, 2009). Additional research is needed in the area of determining reading proficiency growth for second language learners.;This study investigated the reading proficiency growth rates among Spanish-speaking English Language Learners (ELLs) as compared to Non-ELL students in monolingual first grade classrooms in Arizona. The target sample was first grade students in monolingual education classes. The accessible sample was drawn from the first grade population within the identified Mesa Public Schools. Archival data were used from the districts' routine measurement of outcomes for reading and language proficiency. The measures being used are the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next and the Arizona English Language Learner Assessment (AZELLA). This study investigated the difference between Spanish-speaking ELL and Non-ELL first graders level of reading proficiency growth across time (Beginning, Middle, and End benchmarks) as measured by the DIBELS Next Composite score within monolingual (English-only) classrooms. The Non-ELL students begin and remain significantly higher on reading proficiency performance across the year. ELL first grade students make slower reading growth from Beginning to Middle benchmarks when compared to Non-ELL students.;This study also investigated English proficiency level as measured by the AZELLA Composite score on first graders' level of reading proficiency growth (where DIBELS Next Composite data is used to determine reading proficiency level) over time (Beginning, Middle and End benchmarks) within monolingual (English-only) classrooms. As first grade students progress through the year, students at the Intermediate English language proficiency level begin and remain at significantly higher levels of reading proficiency performance than students at the Basic English language proficiency. Students at the Basic English language proficiency level actually scored lower from Beginning to Middle benchmark assessments, then made more rapid growth from Middle to End.;The results provide indications of the expected levels of reading performance for Spanish-speaking ELLs in monolingual education programs. Monitoring Spanish-speaking ELL's growth of reading across time can provide important information to help guide instructional programming and/or to help guide the referral process to special education based on using expected growth rates. In Arizona, ELL students are instructed in English-only; therefore, it is important to evaluate the rate of progress of Spanish-speaking ELLs in monolingual education programs to help inform educators on improving student outcomes in reading. The present study found that Non-ELL students and Spanish-speaking ELL students both made significant reading growth across the year; however, Spanish-speaking ELL students started and ended at lower levels of reading proficiency performance. Although, Spanish-speaking ELL students may be considered performing below expected reading proficiency standards, they may be performing at anticipated performance levels for Spanish-speaking ELL students.