A comparison of integrated and designated <scp>ELD</scp> models on second and third graders' oral English language proficiency

This article reports on a longitudinal, quasi-experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral among Spanish-speaking learners (ELLs). Specifically, the study examined proficiency students who received only integrated (I-ELD; n = 39) and I-ELD with 30 minutes daily designated ELD (D-ELD) entailing four specific routines strategies (n 65). The also compared English-only speakers (EO) same school 47). Oral was measured by IDEA Proficiency Test (IPT I-Oral; Ballard & Tighe, 2017). A repeated-measures analysis variance (ANOVA) across Grades 2 indicated significant (p < .001; η2 0.53) increases in for ELL D-ELD. follow-up covariance (ANCOVA) positive effects 0.19) D-ELD approach students' 3. ANCOVA found no > .05) differences between EO 3, indicating similar skills. model's instructional practical implications are discussed.