THE RELATIONSHIP OF READING SCORES TO PARTICIPATION IN A FLES PROGRAM

The purpose of this quasi-experimental research was to first determine whether a positive relationship exists between improved reading scores and participation in an elective FLES program. An attempt was then made to determine whether study of a foreign language in the elementary school has a positive effect on the reading scores of either below- or above-average ability students. The study was based on over 500 observations in the Ludington Area Schools, a school district in Western Michigan. Sixth grade Stanford Achievement Test total reading scores were used as were seventh grade Michigan Education Assessment Program results. The School Ability Index was used as a measure of intelligence and served as a covariate in an attempt to determine whether experience in a FLES program is a factor in improved native-language reading scores. By using ANOVA\u27s, ANCOVA\u27s, and Least Squares Means, it was determined that the entire range of students with experience in a FLES program do not have significantly higher reading scores than those who do not participate in the program. Furthermore, it was learned that students of above-average intelligence who study in the FLES program do not score significantly better than those who do no study in the program. However, the study did reveal that students of below-average intelligence who participate in the FLES program show significantly greater improvement in their reading scores than do those who choose not to participate in the program. The statistical findings of this study suggest a need for change in school curriculum as it relates to the teaching of foreign languages. The implications of the results of this research are wide-ranging, and while the results do not necessarily differ greatly from past or present theory, they do contradict much traditional practice. Finally, recommendations regarding future research and curricular change conclude this work