Table 2 individually compared the beginning and end of the year scores in reading and writing for
both groups using a Paired Samples t-Test. The results indicate that both groups experienced a
significant difference in their scores from the beginning of the year to the end of the year in reading and
writing.
Presented in Table 3 is the Independent t-Test used to determine if there is a significant difference
between the achievement of English Language Learners and native English speakers in reading and
writing in kindergarten.
Table 3. Independent Sample t-Test: ELL versus Native English Speakers
Assessment
t
p
Reading
ELL vs. Native
.71
.48
.95
.35
Writing
ELL vs. Native
Table 3 presents the statistical difference
between the groups using the Independent tTest. The results indicate there was not a
significant difference between the growth in
reading and writing of English Language
Learners as compared to native English
speakers in kindergarten.
Conclusions
To the extent the subjects were
representative of typical English Language
Learners and native English speakers in a
kindergarten classroom and based on the
findings of this study, the following conclusion
appears to be warranted: there was not a
significant difference between the growth in
reading and writing of English Language
Learners as compared to native English
speaking students in kindergarten.
Both groups made significant gains in their
scores from the beginning of the year to the
end of the year in reading and writing. This
could be attributed to the type of instruction
given in the classroom where the study was
conducted. The amount of experience the
teacher has with instructing English Language
Learners and the type of assessment tools used
in this study co ձ