How to Develop Balanced Biliteracy in Language Minority Children Education Fall 2010 Romina G. Ladner

Table of Contents Research Design3 Threats to Internal Validity 4 Threats to External Validity 5 Pretest and Posttest 6 Reading Levels Analysis 2008 & Possible Reading Levels nd Grade Reading Performance9 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 2008Reading Levels 2009

Possible Reading Levels 2010

2 nd Grade Reading Performance EnglishSpanish

Possible Survey Responses How often do you read to your child? Every Day3 Times a Week Once a WeekNever (4)(3)(2) (1)

Proposed Data Analysis & Correlation

Resources O’Connor – Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.