The effect of middle school foreign language study on verbal achievement as measured by three subtests of the Comprehensive Tests of Basic Skills

This study used analysis of covariance (ANCOVA) to determine the effects of foreign language study on the verbal achievement of middle school students as measured by three subtests of the Comprehensive Tests of Basic Skills. The hypotheses are: (1) There is a significant difference in the Spring 1992 reading comprehension scores on the Comprehensive Tests of Basic Skills, Fourth Edition between eighth grade students who have completed two years of foreign language study and eighth grade students who have completed two years of Challenge Reading study when factors such as academic aptitude and level of performance in the treatment have been statistically controlled. (2) The effect of a differentiated middle school program (foreign language and Challenge Reading) on reading comprehension is not the same at all levels ("B" grade vs "A" grade) of 6th grade reading achievement. (3) There is a significant difference in the 1992 language mechanic scores on the Comprehensive Tests of Basic Skills, Fourth Edition between eighth grade students who have completed two years of foreign language study and eighth grade students who have completed two years of Challenge Reading study when factors such as academic aptitude and level of performance in the treatment have been statistically controlled. (4) The effect of a differentiated middle school program (foreign language and Challenge Reading) on language mechanics is not the same at all levels ("B" grade vs "A" grade) of 6th grade language arts achievement. (5) There is a significant difference in the 1992 language expression scores on the Comprehensive Tests of Basic Skills, Fourth Edition between eighth grade students who have completed two years of foreign language study and eighth grade students who have completed two years of Challenge Reading when factors such as academic aptitude and level of performance in the treatment have been statistically controlled. (6) The effect of a differentiated middle school program (foreign language and Challenge Reading) on language expression is the not same at all levels ("B" grade vs "A" grade) of 6th grade language arts achievement.;This study questions the effect of a differentiated middle school program of study on the verbal achievement of middle school students in grade eight who have completed one year of foreign language study or one year of Challenge Reading.;The target population consisted of middle school students who were enrolled in middle schools in the Howard County Public System in central Maryland during the 1991-1992 school year. The students were eighth graders who had completed one year of foreign language study or one year of Challenge Reading.;Three two-way ANCOVA's, each with two independent variables (treatment and grade earned in sixth grade reading or English language arts), were used to determine the effect of a differentiated middle school program of study on the verbal achievement of middle school students in grade eight who have completed one year of foreign language study or one year of Challenge Reading.;The study concluded that performance on the three dependent variables was significantly higher in favor of the experimental group (foreign language study) when such variables as academic aptitude and level of performance in the treatment were statistically controlled.