| This study compared the achievement differences of two hundred English learners who have been unable to reach fluent English proficiency (FEP) status on three measures over a two-year period, including the following: (1) California Standards Test-scale level and score; (2) California English Language Development Test-scale score and classification; and (3) Reading course grade. One hundred English learners (EL) in this study were in a skills-based reading program and one hundred ELs were in a literature-based reading program. The purpose of this study was to examine the kinds of strategies and curricula that work best for students who have completed the ELD continuum and are still unable to exit EL status. The study also asked if PRP students reclassify at higher rates if they have been receiving English language arts curricula that emphasizes skill or literature-based approaches.; The analysis of the data, with respect to the research questions, yielded seven major findings: (1) The results of the ANCOVA indicated there were significant differences among the two adjusted means, suggesting a strong relationship between achievement scores and teaching methods, controlling for fluency scores. (2) Students in literature-based achieved significantly higher mean scores on the CST and CELDT measures of English Language Arts at all applicable grade levels (p < .05). (3) On average, students in literature-based programs attained significantly higher performance levels in English Language Arts achievement as measured by the CST for both years, as well as garnered significantly higher means on the CELDT scores and CELDT levels. (4) Students in literature-based reading programs reclassified at a three times higher rate than those in skills-based reading programs. (5) There was no significant difference for literature-based students on English Language Arts course grades. (6) Grades yielded the only statistical significance in favor of the skills-based cohort. (7) On average, teachers had slightly more confidence in the literature-based curriculum over the skills-based curriculum in addressing the needs of PRP students. |
