Initial Language Proficiency and Bilingual Reading Achievement in a Transitional Bilingual Educational Program

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Abstract
The purpose of this study was to compare reading achievement outcomes for two groups of Mexican American students (Spanish- dominant N = 25; English-dominant N = 118). The Spanish- dominant, limited English proficient subjects participated in a transitional bilingual education (TBE) program and the English- dominant subjects in a traditional English program for grades one through three. The study’s second objective was to determine the impact of the experimentals’ exposure to the TBE program by examining their Spanish and English reading achievement. The experimental subjects outperformed the comparison group on second grade vocabulary while no differences emerged for reading comprehension. It was noted that experimental subjects developed English proficiency in reading at an earlier grade than expected and maintained Spanish reading achievement above national norms. The theoretical and empirical implications of these findings are also discussed.