The benefits of a language arts literature-based curriculum on Hispanic students in the third-, fourth-, and fifth-grade

This research study explored and examined the implementation process, literacy improvements, students' attitudes and limitations undertaken for the Language Arts Literature-based curriculum that was implemented for the first time in 1993-1994 in a predominantly Hispanic district. For this study, the researcher used evaluative research methods that gathered both quantitative and qualitative data. Quantitative data was obtained from third, fourth, and fifth grade in three instructional programs (bilingual, regular and gifted/talented) that were implementing the new literacy curriculum. The researcher used the criterion referenced test (Texas Assessment of Academic Skills) results to analyze the academic improvements in reading and writing in three different administrations, specifically 1993, 1994, and 1995. Quantitative data was also obtained through the administration of the Norm-referenced Achievement Program in Texas (NAPT) to determine if the intervention would yield reading and language improvements from two different administrations, specifically, April, 1993 and 1994. The sample student population was 97% Hispanic instructed in three different instructional programs.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Marand, Delia Rios

Contributors dc:contributor

• Trent, William T.

• Education, Bilingual and Multicultural
• Literature, English
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Marand, Delia Rios

Language dc:language

eng

Identifier

AAI9625164
(UMI)AAI9625164

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22157