Individual, Family, and Community Education ETDs

Publication Date

Spring 4-5-2022

Abstract

This study intends to explore an approach that aims to assess biliteracy in English and Spanish among dual language elementary school students enrolled in a dual language immersion program at school. Biliteracy in this study is measured using an absolute difference score that takes the difference in degree of ability in vocabulary and comprehension in both Spanish and English to create two separate biliterate continuums. These two biliterate continuums will be utilized in the analysis to describe biliteracy and explore the relationship between biliteracy and math achievement in dual language students. A sample of 388 elementary students enrolled in a dual language immersion program participated in the study. This study utilized a hierarchical regression model is to examine the relationship of the biliteracy continuum approach with math achievement in both English and Spanish. The results showed that the two biliteracy continuums did not provide substantial evidence for there to be a meaningful relationship with math achievement in both English and Spanish.

Keywords

Dual Language Learners, Math Achievement, Biliteracy, Absolute Difference Score, Dual Language Immersion Programs, Linguistic Background

Document Type

Thesis

Language

English

Degree Name

Educational Psychology

Level of Degree

Masters

Department Name

Individual, Family, and Community Education

First Committee Member (Chair)

Dr. Lee Van Horn

Second Committee Member

Dr. Lee Swanson

Third Committee Member

Dr. Yu-Yu Hsiao

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