| The purpose of the study is to compare two bilingual program models on the same campus, a late-exit transitional bilingual program and a dual langue two-way immersion program, by examining the English listening, speaking, reading, and writing skills of English language learners (ELLs) participating in the programs during the 2010--2011 academic year. The Texas English Language Proficiency Assessment System (TELPAS) Reading, the Texas English Language Proficiency Assessment System (TELPAS) Composite, and the Language Assessment Scales Links (LAS Links) were used to compare the developing English language proficiency the students for the 2010--2011 academic year. The measures were correlated to determine a relationship. The results found no significant differences between the programs, although fifth grade was marginally significant with regard to oral language. A positive strong correlation was found at all grade levels for TELPAS Reading and LAS Links, indicating that students who perform well in English oral language skills are likely to perform well on reading comprehension. |
