Factors Influencing Reading Ability and Self-Esteem: A Study of Bilingually Educated and Non-Bilingually Educated Students

This study was an in-depth study of one transitional bilingual program and the reading progress, sensitivity to contextual constraints and measurement of self-esteem of 21 Limited English Proficiency (LEP) students (Group BE) that participated in a transitional bilingual program for three to four years (Kindergarten or Grade 1 to Grade 3). These students were compared to other LEP students that were not in the bilingual program (Group BC) and monolingual English students (Group MC). All three groups attended schools in the same district. Due to data gathered from the Parent, Student and Teacher Questionnaires administered, the groups were not found to be significantly different except for educational program followed, language usage and attitudinal differences.

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

2014

Author dc:creator

• Gallegos-Jaramillo, Lucille

• Education, Reading

Identifier

(UMI)AAI8511609

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/68975