The difference in reading achievement between English learners who participated in READ 180 and English learners who did not participate in READ 180
The purpose of this study was to determine the effects of the three period block READ 180 program on the reading and writing skills of English Learners. The results of this study may be useful to elementary school teachers or administrators who have implemented or are considering the implementation of the three period block READ 180 program. This study examined data collected from two groups of seventh grade students, each from a northern California school. One group of students participated in an experimental three period block READ 180 program designed to help English Learners improve their reading and writing skills, which counts as an English course. The other group of students participated in a traditional English course in which English Learners were mainstreamed and utilized the Glencoe curriculum. The California Standards Test data were analyzed using an independent t-test at the .05 level of significance. The test scores of English Learners who were enrolled in the three period block READ 180 program were compared with the scores of the English Learners who were enrolled in a traditional English course in which English Learners were mainstreamed. The results suggested that the traditional English cohort in which English Learner students were mainstreamed significantly outperformed the three period block READ 180 cohort in regards to the English language arts segment of the California Standards Test in grade 7; the mean difference was 8.72 (p < 0.01).