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How to Develop Balanced Biliteracy in Language Minority Children. Education 703.22 Fall 2010 Romina G. Ladner. Table of Contents. Research Design3 Threats to Internal Validity 4 Threats to External Validity 5 Pretest and Posttest 6 - PowerPoint PPT Presentation
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How to Develop Balanced Biliteracy in Language Minority Children
Education 703.22Fall 2010
Romina G. Ladner
Table of Contents
Research Design3
Threats to Internal Validity 4Threats to External Validity 5Pretest and Posttest
6Reading Levels Analysis 2008 & 2009
7Possible Reading Levels 2010 82nd Grade Reading Performance
9Possible Survey Responses 10Proposed Data Analysis and Correlation 11
Research Design
Pre-Experimental Design: One-Group Pretest-Posttest Design.
Single Group: Single group is pre-tested (O), exposed to a treatment (X), and posttested (O).
Symbolic Design: OXO
Threats to Internal Validity
History: Poor weather conditions, student misbehavior, and classroom distractions.Maturation: Students may lose interest in L1 and improve skills in L2.Testing/Pre-test Sensitization: Students may do better on the post-test since they already had a pre-test.Instrumentation: Researcher may not administered the test correctly or parents may not fully understand the survey.Mortality: Possible students' drop outs and transfers. Statistical Regression: Test scores may differ between the data obtained two years ago.Differential Selection of Subjects: The group may be different due to transfers to other programs or changes in the classroom.Selection-Maturation Interaction: Students’ progress in both languages may vary in terms of maturation an interaction.
Threats to External Validity
Ecological Validity: The results of this study may be generalized with other students that are in bilingual programs and need to achieve balance biliteracy.Generalizable Conditions: The same program could be applied to other participants but the results may not be the same because of different variables like age, culture, education, etc.Pre-Test Treatment: The pre-test questions may have an impact on the post-test scores. Selection Treatment Interaction: Students were not randomly selected.Experimenter Effects: The researcher may affect the performance and responses of the participants.Reactive Arrangements/ Participants Effects: Students may react differently once they know they are involved in a action research study.
Pretest and Posttest
Students will be given four exams (two in English and two in Spanish) to test their reading and writing skills in both languages.
Pretest: Two pretest will be given to students; one in English and one in Spanish.
Posttest: Two posttest will be given to students; one in English and one in Spanish.
Reading Levels Analysis 2008 & 2009
Reading Levels 2008 Reading Levels 2009
A B C D E F G H I J K L M0
1
2
3
4
5
6
Reading Levels Fall 2008
EnglishSpanish
Levels
Stud
ents
A B C D E F G H I J K L M0
1
2
3
4
5
6
7
8
Reading Levels Spring 2009
English Spanish
Levels
Stud
ents
Possible Reading Levels 2010
A B C D E F G H I J K L M0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Possible Reading Levels 2010
English Spanish
Levels
Stud
ents
2nd Grade Reading Performance
English Spanish
55%
45%
English Level
Under LevelOn Level
75%
25%
Spanish Level
Under LevelOn Level
Possible Survey ResponsesHow often do you read to your child?
Every Day 3 Times a Week Once a Week Never (4) (3) (2) (1)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 200
0.5
1
1.5
2
2.5
3
3.5
4
4.5
How often do you read to your child?
Series1
Students
Resp
onse
s
Proposed Data Analysis & Correlation
0 5 10 15 20 250
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Parents & Reading Levels
Series1Linear (Series1)
Reading Levels
How
ofte
n do
par
ents
read
to th
eir
chi
ld
ResourcesO’Connor – Petruso, S.,(2008)
Stat.scales.analyses.threats.design.ppt.