Before we review the findings...

Levels of Mastery:

1. Letter recognition and association of letters with sounds at the beginning and at
the end of words
2. Recognition of common, high frequency words by sight
3. Comprehension of words in context
4. Literal inference
5. Extrapolation
6. Evaluating fiction, evaluating nonfiction, and evaluating complex syntax

1. Self-explanatory
2. Sight words (a, the, an, and, come, did, do, him, her, see, sit, so,we, were,
what, when, etc.)
3. Understanding what they are reading and able to explain it in their own words.
Drawing the correct conclusion based on the information provided.
4. Literal inference is the ability to understand the literal meaning or what the
author is saying. For Example: What is the main idea? What are the stated
facts? Who are the characters?
5. An extrapolation is kind of like an educated guess or a hypothesis. When you
make an extrapolation, you take facts and observations about a present or
known situation and use them to make a prediction about what might
eventually happen.
6. Syntax has to do with the arrangement of words in a sentence. Simple syntax
sentence: The boy jumped. Complex syntax sentence: Because he was
nervous, the boy jumped.
General findings based on the performed study...

In the first grade, children who spoke a non-English language at home were
more likely to be at lower levels of mastery, with only 29% having achieved
comprehension of words (level 3) or literal inference (level 4). By comparing
this result to the 45% of children from English speaking homes.

The gap tends to decrease as the grade levels increase.

In the third grade, 31% of children who spoke non-English language at home
mastered extrapolation and evaluation. Those from English speaking homes
performed at 49%.

By the eighth grade the gap continues to minimize. There was a seven
percentage point difference between the two groups at the highest level of
reading mastery. 78% of children who used a non-English language at home
had reached this level of mastery, compared to the 85% of students who used
English at home.
 The Results
Is the non-English language use in the home associated with reading mastery in
grades 1, 3, 5, & 8?

The odds of achieving higher levels of reading mastery for language minority
children is much lower that for non-language minority children.

Do School-based services influence the relationship between non-English

language use in the home and reading proficiency levels?

The results were not significant

In Grade 1, the odds of achieving higher levels of reading mastery for language
minority children were 20% lower than for non-language minority children. This
pattern in similar throughout grades 3, 5, and 8. As we noticed before, the gap tends
to decrease with each grade level.
The Results (continued)
Does timing of Oral English language proficiency relate to childrens reading mastery?

Children who became oral English language proficient after the spring of Kindergarten
had 68% lower odds of mastery when compared to students who became proficient
prior to the spring.

Do school-based services influence the relationship between timing of Oral English

language proficiency and reading proficiency levels?

The timing is reduced when teacher and school factors are included.
How does this impact us as future educators?
Children need academic assistance in order to facilitate the use of home language
to English language
The English Language Learner population is growing; there is an increased
demand for ESL teachers
The lack of national standards for the assessment of language minority children
increases the risk of students not receiving the necessary services or possibly
being misdiagnosed with a learning disability.
As educators, we must be advocates for the ELL resources in our schools as well
as devote our time and patience in order to help the students succeed.
English Language Learners
https://www.youtube.com/watch?v=5HU80AxmP-U