Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling

Autor/inn/en	Ardasheva, Yuliya; Tretter, Thomas R.
Titel	Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 47 (2013) 2, S.323-351 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.72
Schlagwörter	Individual Differences; English Language Learners; Urban Schools; Language Proficiency; Metacognition; Cognitive Processes; Native Language; Literacy; Reading Achievement; Disadvantaged Youth; Age Differences; Parent Influence; Educational Attainment; Institutional Characteristics; Mothers; Elementary School Students; Middle School Students; High School Students; Hierarchical Linear Modeling; Kentucky; Language Assessment Scales; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Individueller Unterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Language skill; Language skills; Sprachkompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Benachteiligter Jugendlicher; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Mother; Mutter; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This nonexperimental study explored the relationships among individual differences, contextual variables, and reading achievement of English language learners (ELLs) in one large urban school district in the United States. The sample comprised 840 students in Grades 3-8 and 10 nested within 37 schools. Hierarchical linear modeling results indicate that English proficiency, metacognitive strategies, native language literacy, and school-quality indicators--four variables potentially under the control of the educational system--positively contributed to student reading achievement. The final model explained 36% of the within-school and 79% of the between-school variance in reading achievement. Controlling for other variables, ELLs with disadvantaged educational backgrounds appeared to perform on par with their more educationally advantaged counterparts. These results suggest that schools may play a greater role in supporting ELLs with disadvantaged educational backgrounds. (Contains 2 tables and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10