THE USE OF DYNAMIC INDICATORS OF BASIC EARLY LANGUAGE SKILLS (DIBELS) AND MEASURES OF ACADEMIC PROGRESS (MAP) TO COMPARE READING PROFICIENCY IN NATIVE ENGLISH SPEAKERS AND ENGLISH LANGUAGE LEARNERS

Abstract

This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the differences in literacy growth. Findings suggest that Spanish speaking students are more likely to begin school at a disadvantage in reading compared to ELL peers and continue to be more likely than ELL peers to be at risk of reading failure by third grade, after four years of sheltered instruction and tiered interventions with ESOL-certified staff. Longitudinally, Lao speaking students are increasingly likely to be at risk for reading failure over successively longer intervals. Among ELL students at low risk for reading failure, On the other end of the achievement spectrum, Spanish speaking students are less likely than ELL peers to be in the highest achieving group early in their schooling and continue to be so after four years of instruction.