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The purpose of this study was to determine whether there was a difference in first gradeEnglish Language Learner (ELL) language proficiency scores in the areas of reading, writing,listening, and speaking, as measured by the Kansas English Language Proficiency Assessment(KELPA), between students who started receiving direct English to Speakers of OtherLanguages (ESOL) instruction in preschool or full-day kindergarten. The study examined theextent to which the difference in KELPA reading, writing, listening, and speaking scores wereaffected by student socio-economic status (SES) and student first language (L1). A quantitativeresearch design was used in this study. The sample for the study included approximately 300first grade ELLs from two school districts in the state of Kansas who took the KELPA during the2011-2012, 2012-2013, and 2013-2014 school years. Results from the study revealed astatistically significant difference existed between the average KELPA reading scores amongELLs starting direct ESOL instruction in preschool and those starting direct ESOL instruction infull-day kindergarten with the interaction of student L1. Students whose L1 was categorized asother scored higher than students whose L1 was categorized as Spanish. There was also astatistically significant difference between the average KELPA writing scores among ELLsstarting direct ESOL instruction in preschool and those starting direct ESOL instruction in fullday kindergarten. Students who started direct ESOL instruction in full-day kindergarten hadhigher writing scores than the students who started direct ESOL instruction in preschool.Additionally, students who started direct ESOL instruction in full-day kindergarten and whoseL1 was categorized as other had higher writing scores than students who started direct ESOLinstruction in preschool and whose L1 was categorized as other. In all other areas, a statisticallysignificant difference was not present. |
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