Date of Award
Doctor of Education (EdD)
School of Education
Dr. Suzanne Harrison
This study examined two research questions: How are reading proficiency and English language proficiency assessment scores in third and fourth grades associated with fifth grade reading proficiency? As well as: How are reading proficiency and English language proficiency assessment scores in third and fourth grades associated with fifth grade English language proficiency? The purpose of this study was to better understand the relationship between English language proficiency and reading achievement in English Language Learners. This study included one cohort of English Language Learners from a middle sized district in the Portland, Oregon metro area, enrolled from their third grade school year through their fifth grade school year (n=26). Archived data were analyzed using a Pearson Correlation, which included the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) test scores and the Oregon English Language Proficiency Assessment (ELPA) scores for this cohort. Results of the correlations indicated a significant relationship between third grade ELPA scores and both the fourth and fifth grade ELPA scores. Significant correlations were also found between the fourth grade DIBELS ORF and both the fifth grade ORF and the fifth grade ELPA scores. This study may be used as a pilot study for future research into the relationship between reading achievement and English language proficiency.
Barrett, Kathleen, "The Relationship Between The Level of Language Acquisition and Reading Achievement Among English Language Learners" (2015). Doctor of Education (EdD). 48.