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dc.contributor.advisorStenning, Walter F.
dc.creatorCuriel, Herman
dc.descriptionIncludes bibliographical references (leaves 104-118)en
dc.description.abstractA quasi-experimental research design was used to compare two groups of similar students. Both groups were Mexican-American seventh grade students who were enrolled in a traditional junior high school curriculum where all subject matter was presented in English. For purposes of this study an elementary bilingual program of varied time was treated as the independent variable. One group, the experimental group (bilingual group) was taught for one or more years in an elementary bilingual program. The control group (monolingual group) was taught in a traditional elementary program where all subject matter was presented in English. The dependent variables examined for comparison purposes included: Seventh and sixth grade reading levels, grade point average achieved during grades one through six, and for the seventh grade; and self-esteem at the completion of the seventh grade. Reading level was obtained by use of a school administered test, the Iowa Test of Basic Skills, which yielded scores on reading comprehension, language skills, and vocabulary. Self-esteem was measured by use of the Piers-Harris Self-Concept Scale. The obtained measures were subject to analysis of variance (ANOVA) to determine the significance of group differences between the experimental and control groups. Reading scores and school marks, i.e., grades were obtained from the students' school records. The Piers-Harris Self-Concept Scale was group administered by the investigator. Demographic and socioeconomic data were obtained from each student by means of an individual interview. Conclusions: The significance of .05 was used as a basis for the rejection of the null hypotheses. Based on the statistical results the following conclusions were drawn: 1. Length of time in the elementary bilingual program whether it was one to three years, or four to seven years produced equal results in seventh grade school performance measures, i.e., reading scores and grade point average; and obtained measures of self-esteem. 2...en
dc.format.extentxiii, 135 leaves : graphs, formsen
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.subjectEducational Curriculum and Instructionen
dc.subject.lcshEducation, Bilingualen
dc.subject.lcshMexican Americans--Educationen
dc.subject.lcshAcademic achievementen
dc.titleA comparative study investigating achieved reading level, self-esteem and achieved grade point average given varying participation periods in a bilingual elementary programen
dc.typeThesisen and Instructionen A&M Universityen of Philosophyen
dc.contributor.committeeMemberChristensen, Larry
dc.contributor.committeeMemberClemenger, Florence
dc.contributor.committeeMemberDenton, Jon
dc.contributor.committeeMemberLinbacher, Philip C.
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries

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