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Direct linkHrastinski, Iva; Wilbur, Ronnie B. – Journal of Deaf Studies and Deaf Education, 2016
There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing…
Descriptors: Academic Achievement, Deafness, Hearing Impairments, American Sign Language
Download full textShields, Katherine A.; Walsh, Mary E.; Lee-St. John, Terrence J. – Journal of Catholic Education, 2016
Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students' nonacademic needs. Within a group of Catholic schools located in one city, this study examined academic achievement on the Stanford Achievement Test battery in…
Descriptors: Catholic Schools, Urban Schools, Academic Achievement, Achievement Gap
Kieffer, Michael J.; Lesaux, Nonie K. – Elementary School Journal, 2012
One dimension of language proficiency considered important for reading and writing academic texts is morphological awareness--the understanding of how complex words are formed from meaningful smaller units (i.e., affixes, roots) that contribute to words' meanings and functions. This quasi-experimental study evaluated the effects of instruction on…
Descriptors: Language Minorities, Middle Schools, Grade 6, English (Second Language)
Houston Independent School District, 2014
The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in this category consists of ELLs whose home language…
Descriptors: Bilingual Education Programs, School Districts, English Language Learners, Vietnamese
Naglieri, Jack A.; Booth, Ashley L.; Winsler, Adam – Psychological Assessment, 2004
Hispanic children with (n=148) and without (n=148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri. 1997a) and the Stanford Achievement Test-9th edition (SAT-9: 1995). The groups were selected from the NNAT standardization sample (N=22.620) and matched on geographic region, gender, socioeconomic…
Descriptors: Nonverbal Ability, Limited English Speaking, Hispanic American Students, Testing
Peer reviewedAbella, Rodolfo – Educational Evaluation and Policy Analysis, 1992
Examines Dade County (Florida) Public Schools' process for exiting limited English-proficient students (LEPSs) from the English-for-Speakers-of-Other-Languages (ESOL) Program. Results with 500 LEPSs show that exiters perform successfully in regular classrooms. The Stanford Achievement Test discriminated between LEPS and non-LEPS performance on…
Descriptors: Achievement Tests, Comparative Analysis, Curriculum Evaluation, Elementary Education
