Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?

Abstract

The purpose of this study was to explore whether or not English learners (ELs) have the same annual rates of reading progress as non-EL counterparts in Grades 1 through 3 when accounting for beginning-of-the-year reading levels, economic disadvantage, and classroom effects. Though significant differences between ELs and non-ELs were found, regression analyses indicated that large portions of the differences in growth between ELs and non-ELs are attributable to economic disadvantage and classroom effects, suggesting that contextual variables matter more than English language status. Furthermore, a large portion of ELs from across English oral language proficiency levels make typical or well above typical progress. These results suggest that interventionists should use the same goal setting and intervention evaluation procedures for EL students that are used in the general population. Rather than lowering expectations for reading progress, educators should boost intervention potency when ELs are not meeting growth goals.

Keywords:

• progress monitoring
• English learner
• reading
• growth
• curriculum-based measurement
• DIBELS
• Acadience
• pathways of progress
• response to intervention

ASSOCIATE EDITOR:

• Tanya Eckert

Note

1. Dynamic Measurement Group has changed their name and is now known as Acadience Learning.

DISCLOSURE

The authors have no conflicts of interest to report.

AUTHOR BIOGRAPHICAL STATEMENTS

Robert David Richardson, PhD, NCSP, is an Associate Clinical Professor in the School Psychology program at the University of Tennessee in Knoxville. His research interests include curriculum based measurement, and multi-tiered systems of support.