"What's New in Bilingual Education? Five Short Talks": The Handout
Keynote address by Stephen Krashen (
NJTESOL/NJBE Awards Dinner) Five Presentations
1. Does more PA training lead to better reading?
http://www.nationalreadingpanel.org
NRP: PA training "significantly improves children's reading and spelling abilities."
SK: I found only six studies of the impact of "pure" PA training on
reading comprehension: 2 show no effect, 3 positive, one mixed. Only one
was statistically significant for all conditions, and the language was Hebrew.
Only one study done in the US, three studies used other languages (Hebrew,Norwegian,Spanish).
(Krashen, S. 2001. Does "pure" phonemic awareness training affect reading
comprehension? Perceptual and Motor Skills 93: 356-358.)
2. Is intensive phonics better than whole language?
SK: not when you define whole language correctly (WL = more reading)
examine tests of reading comprehension. (Krashen, S. 2002. "The NRP comparison
of whole language and phonics: Ignoring the crucial variable in reading"
Talking Points, 13(3):22-28.)
3. Does SSR have an effect?
NRP "unable to determine from the research whether reading silently
to oneself helped..."
SK: NRP ignored second language studies, found only 14 comparisons,
none long term, made errors in reporting; My results: SSR as good or
better in 51/54 cases.
Duration of Treatment and Outcomes of SSR Studies: Expanded Set
|
Duration |
Positive |
No Difference |
Negative |
|
Less than 7 months |
7 |
13 |
3 |
|
7 months - 1 year |
9 |
11 |
0 |
|
Greater than 1 year |
8 |
2 |
0 |
1) what the committee really did
2) did teaching change?
3) test scores:
CAP scores in California: 1984-1990
|
grade |
1984 |
1985 |
1986 |
1987 |
1988 |
1989 |
1990 |
|
3 |
268 |
274 |
280 |
282 |
282 |
277 |
275 |
|
6 |
249 |
253 |
260 |
260 |
265 |
262 |
262 |
|
8 |
250 |
240 |
243 |
247 |
252 |
256 |
257 |
|
12 |
236 |
241 |
240 |
246 |
250 |
248 |
251 |
from: McQuillan (1988)
|
Books per child |
School Librarians per child |
School Library Expenditures |
|
USA: 18-1 |
USA: 884 - 1 (2001) |
USA (1993-4) $17.18 |
|
CA (1990): 13 to 1 |
CA (1990): 4595 - 1 |
CA (1993-94) $7.26 (last) |
|
CA (2001): 11 to 1 |
CA (1998): 5342 - 1 |
NCES, table 423. |
sources: White (1990); State of California,
http://www.cde.ca.gov/cilbranch/eltdiv/library/statis.html
|
Public Library: |
Circulation per capita |
volumes per capita |
|
USA (1996): |
6.5 |
2.8 |
|
CA (1996): |
4.7 (rank=tied for 43rd) |
1.9 (rank=tied for 46th) |
NCES, table 429.
|
Percent in poverty, children 5-17 |
|
USA (1997-8): 17.8 |
|
CA (1997-8) 22.3 (rank = 43rd) |
NCES, table 20.
1) What happens when you introduce a new test.
2) Bogus means of increasing test scores
3) Not a sour grapes argument:
b) Thompson, DiCerbo, Mahoney and MacSwan (2000): LEP do not gain more
4) The case of Oceanside
b) Hakuta: gains not remarkable
5) The case for Bilingual Education: why it works, what the data shows
This information is exactly what was on Dr. Stephen Krashen's handout for his keynote address at the NJTESOL/NJBE spring conference first annual awards dinner, Somerset, New Jersey, May 16, 2002. For the complete transcript of his talk, click here. For a report on the event, click here.