Examining One-Way Dual Language Elementary Latinx Bilingual Learners’ Trajectory on a State Standardized Reading Assessment

Abstract

ABSTRACT The U.S. population has become more racially and ethnically diverse over time. The Latinx population growth makes Spanish the most common language encountered in non-native English-speaking populations such as Texas. The research objective of this study was to examine if implementing a One-Way Dual Language Education (DLE) Program could result in positive outcomes on the reported reading performance of Latinx bilinguals as indicated by the State of Texas Assessment of Academic Readiness (STAAR) standardized assessment. This study aimed to investigate the possible impact the one-way dual language program may have on bilingual learners’ (BLs) reading assessment scores compared to other second language learners in Texas. The study analyzed the standardized state assessment reading scores in both English and Spanish of over 1100 BLs in a one-way DLE program and found that the BLs in the dataset demonstrated a positive trajectory in the mean scale scores as they progressed through elementary grades. The results provide a significant contribution to the research that supports the effectiveness of DLE programs, especially for Latinx BLs.