Table 3.1.
Participant, Reading, and Language Sample Descriptive Statistics
| K-Fall | K-Spring | 1st-Fall | lst-Spring | 2nd-Fall | 2nd-Spring | |
|---|---|---|---|---|---|---|
| Participants | 685 | 732 | 954 | 975 | 1,205 | 1,233 |
| Boys; Girls | 332; 353 | 353; 379 | 475; 479 | 489; 486 | 605; 600 | 620; 613 |
| Instructed: E; Instructed: S | 222; 463 | 229; 503 | 289; 665 | 299; 676 | 384; 821 | 392; 841 |
| WLPB-Rw: Total observations | 0 | 0 | 1,816 | 1,930 | 2,355 | 2,447 |
| NEnglish; NSpanish | 0; 0 | 0; 0 | 904; 912 | 975; 955 | 1,193; 1,162 | 1,232; 1,215 |
| WLPB-Rw: BRE | 419.9 (27.2) | 447.6 (26.7) | 460.7 (21.6) | 472.7 (20.3) | ||
| Percent at risk–BRE | 11.3% | 12.8% | 14.8% | 15.1% | ||
| WLPB-Rw: BRS | 437.6 (42.9) | 466.1 (38.8) | 472.4 (34.3) | 478.8 (35.2) | ||
| Percent at risk–BRS | 16.8% | 17.3% | 19% | 20.7% | ||
| LSA: Total samples | 996 | 1,187 | 1,649 | 1,782 | 2,227 | 2,326 |
| NEnglish; NSpanish | 402; 594 | 547; 640 | 786; 863 | 879; 903 | 1,118; 1,109 | 1,181; 1,145 |
| MLUw: E | 5.6 (1.2) | 6.6 (1.2) | 6.3 (1.1) | 7 (1) | 6.8 (0.8) | 7.9 (1.1) |
| NDW: E | 55 (22.2) | 67.5 (23.9) | 74 (27.5) | 75.4 (23.1) | 82.2 (22.4) | 100.3 (23.2) |
| WPM: E | 68.5 (24.1) | 70.9 (25.3) | 74.4 (25.5) | 79.3 (23.3) | 88.1 (24) | 93.4 (22.7) |
| MLUw: S | 4.7 (0.9) | 5.7 (1) | 5.6 (0.8) | 6 (0.9) | 5.8 (0.9) | 7 (1.1) |
| NDW: S | 54.5 (19.6) | 71.6 (20.2) | 80.8 (23.1) | 75.9 (19.1) | 79.3 (18.5) | 91.6 (19.8) |
| WPM: S | 55.9 (20.4) | 63.4 (21) | 65.8 (20.5) | 65.3 (19.7) | 66.7 (20.6) | 81.5 (21.6) |
Note. K = kindergarten; 1st = Grade 1; 2nd = Grade 2; E = English; S = Spanish; WLPB-Rw = Woodcock Language Proficiency Battery-Revised, W-score (Woodcock, 1991; Woodcock & Muñoz-Sandoval, 1995); NEnglish = total number of observations/samples in English; NSpanish = total number of observations/samples in Spanish; BRE = broad reading cluster in English; Percent at risk–BRE: Percentage of students with W-score performance at or below the 20th percentile at the end (spring semester) of Grade 2 in the BRE; BRS = broad reading cluster in Spanish; Percent at risk–BRS: Percentage of students with W-score performance at or below the 20th percentile at the end (spring semester) of Grade 2 in the BRS; LSA = language sample analysis; MLUw = mean length of utterance in words; NDW = number of different words; WPM = words per minute; standard deviations appear in parentheses.