How to Develop Balanced Biliteracy in Language Minority Children Education 703.22 Fall 2010 Romina G. Ladner Table of Contents Research Design 3 Threats to Internal Validity 4 Threats to External Validity 5 Pretest and Posttest 6 Reading Levels Analysis 2008 & 2009 7 Possible Reading Levels 2010 8 2nd Grade Reading Performance 9 Possible Survey Responses 10 Proposed 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 Reading Levels Fall 2008 Reading Levels Spring 2009 6 8 7 5 6 4 3 English Spanish Students Students 5 4 English Spanish 3 2 2 1 1 0 0 A B C D E F G H Levels I J K L M A B C D E F G H Levels I J K L M Possible Reading Levels 2010 Possible Reading Levels 2010 4.5 4 3.5 Students 3 2.5 English 2 Spanish 1.5 1 0.5 0 A B C D E F G Levels H I J K L M 2nd Grade Reading Performance English Spanish English Level Spanish Level 25% 45% 55% Under Level Under Level On Level On Level 75% Possible Survey Responses How often do you read to your child? Every Day (4) 3 Times a Week (3) Once a Week (2) Never (1) How often do you read to your child? 4.5 4 3.5 Responses 3 2.5 2 Series1 1.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 Students 13 14 15 16 17 18 19 20 Proposed Data Analysis & Correlation Parents & Reading Levels 4.5 How often do parents read to their child 4 3.5 3 2.5 Series1 2 Linear (Series1) 1.5 1 0.5 0 0 5 10 15 Reading Levels 20 25 Resources O’Connor – Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.