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gains in language ability. The same relationship did not occur in
reading. In spite of the significant correlations in Spanish, there
were no similar correlations in English.
Comparisons of correlations of language acquisition and pro
ficiency by sex have proven to be the most interesting feature of
this analysis. The range and standard deviations of the Spanish scores
obtained by the males indicate that they are scoring higher than some
of the females. This difference is not significant. The means for
both sexes on oral, written, and total scores are very similar. The
differences in the means, ranges, and standard deviations in English
produce a trend toward a significant difference between the sexes.
Correlations of proficiency and acquisition by sex reveal that for the
males, those who are more proficient in Spanish are learning English
more rapidly. This relationship is not true for the females, although
there is a tendency toward significance for them also. Students who
scored in the lower third of the group in Spanish tended to be in the
lower third in English. The same relationship occurred for the middle
and high groups. When the results of the students who participated in
the research were compared with those who did not participate, there
was no statistically significant difference between the two groups in
terms of overall achievement as indicated by stanine measures. There
was a significant difference between the groups on the writing subtest
in English. The participants' language skills are increasing in both
English and Spanish. The nonparticipants1 Spanish skills have decreased
siightly while English has increased. Nonparticipants scored statisti
cally lower in English on both the fall and spring administrations of
the LAB in the writing subsection.