Kate Mahoney

The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners:

This article presents a meta-analysis of program effectiveness research on English language learners. The study includes a corpus of 17 studies conducted since Willigs earlier meta-analysis and uses Glass, McGaw, and Smiths strategy of including as many studies as possible in the analysis rather than excluding some on the basis of a priori “study quality” criteria. It is shown that bilingual education is consistently superior to all-English approaches, and that developmental bilingual education programs are superior to transitional bilingual education programs. The meta-analysis of studies controlling for English-language-learner status indicates a positive effect for bilingual education of .23 standard deviations, with outcome measures in the native language showing a positive effect of .86 standard deviations. It is concluded that bilingual education programs are effective in promoting academic achievement, and that sound educational policy should permit and even encourage the development and implementation of bilingual education programs.

Weighing the Evidence: A Meta-Analysis of Bilingual Education in Arizona

Abstract This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which demonstrates a positive effect for bilingual education on all measures, both in English and the native language of English language learners, when compared to English-only instructional alternatives. We conclude that current state policy is at odds with the best synthesis of the empirical evidence, and we recommend that current policy mandating English-only and forbidding bilingual education be abandoned in favor of program choices made at the level of the local community.

A meta-analysis of word-finding treatments for aphasia

Background: The research literature on treatment methods for word-finding deficits in aphasia is extensive. A meta-analysis of studies for word-finding therapy was conducted in order to objectively synthesise this information to answer large-scale questions of treatment efficacy. Aims: The purpose of this study was to examine the efficacy of various treatment approaches for word-finding deficits for individuals with aphasia. This analysis also examined gains made to trained and untrained words, the level of maintenance after therapy, and the effect of the time post-onset of aphasia on the recovery of language function. Methods & Procedures: Various search methods were used to gather anomia treatment studies for this analysis. From 44 studies, 107 effect sizes were calculated for the final analysis. These data were sorted according to the following moderator variables: treatment category (semantic, phonological, or mixed), word set (trained, exposed-related, exposed-unrelated, unexposed-unrelated, and unexposed-related), follow-up measures, and median number of months post-onset. Outcomes & Results: All therapy approaches showed evidence of efficacy, although the variance between studies was large. Strong gains were seen for trained and exposed words, but only minor gains for unexposed words. Large effects were seen for up to 2 months post-therapy, with lingering effects at 3 months post-therapy. Treatment appeared efficacious even for individuals that were years post-onset. Conclusions: An objective synthesis of the literature shows that intervention for word-finding deficits is efficacious. However, the level of gains varied widely across studies and therapy approaches. As expected, little generalisation was found for untrained-unexposed words.

Reexamining Identification and Reclassification of English Language Learners: A Critical Discussion of Select State Practices

Abstract In this article, the authors report select results of a national survey of state requirements and recommendations regarding identification and reclassification of English Language Learners (ELLs) conducted in academic year 2001–2002, called the Survey of State Policies for Identification and Reclassification of Limited English Proficient Students. The purpose of the State Survey was twofold: (1) to obtain data regarding current state practices with respect to identification and reclassification of ELLs; and (2) to raise questions regarding the appropriateness of three dominant practices, namely, (a) the use of academic achievement tests for the purpose of identification, (b) routine assessment of childrens oral nativelanguage ability, and (c) the use of cutoff scores in determining identification or reclassification of ELL status. It is argued that such practices may lead to errors in identification and reclassification of ELLs, which in turn may have negative consequences for students.

Linguistic Influences on Differential Item Functioning For Second Language Learners on the National Assessment of Educational Progress

Education policy in many countries has undergone changes regarding the testing of English Language Learners (ELLs 1 ), who by definition are not yet proficient in the language of the test. As policies mandate the inclusion of ELLs in large-scale testing, many question the validity of achievement test scores because the degree to which the test score is a function of language proficiency is not clearly understood. This study investigated differential item functioning (DIF) on the National Assessment of Educational Progress (NAEP) between a group of second-language English learners and native English speakers. A linguistic analysis of test items was used as external criteria to understand differences in test item functioning. No DIF was found. To further investigate how language factors affect test scores for ELLs, there is a need for access to larger databases of ELLs with multiple, well-defined measures of English proficiency.