Comparing Reading Instruction in Hispanic/Limited-English-Proficient Schools and Other Inner-City Schools

Abstract

Hispanic/LEP students are the largest growing minority group. In addition, they have the lowest educational level and the highest dropout rates of any other ethnic group in the U. S. Furthermore, there is also evidence that disadvantaged or lower-achieving students generally attend schools that serve them less well than schools that serve more advantaged students. The present study examined classroom processes taking place during reading instruction in two settings: (a) schools with a large Hispanic limited-English-proficient (LEP) student population and (b) inner-city schools where the student population was much more ethnically diverse. The results of the present study indicated that the type of reading instruction that is taking place in both types of schools in very passive. For examples, students are not given much opportunity to interact with one another or with the teacher. Nonetheless, this situation was observed more often in schools where there was a large number of Hispanic and LEP students than in schools where the population is more diverse and there are smaller number of LEP students.

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