Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English

Autor/inn/en	Hall, Garret J.; Swanlund, Laura
Titel	Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English
Quelle	In: School Psychology, 38 (2023) 5, S.294-307 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Garret J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000545
Schlagwörter	Reading Achievement; Mathematics Achievement; Spanish; Multi Tiered Systems of Support; Language Proficiency; English (Second Language); Second Language Learning; Elementary School Students; Suburban Schools; School Districts; Reading Tests; Mathematics Tests; Comparative Analysis; Screening Tests; Equal Education; Language Tests; Culture Fair Tests; Achievement Tests; Junior High School Students; Student Characteristics; Native Language; At Risk Students; Language Assessment Scales; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Spanisch; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Lesetest; Screening-Verfahren; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school district in Grades 2-8 were included (N = 2,327); 763 of these students in Grades 4-8 had SLP and ELP scores. Differences between English and Spanish math scores varied minimally across the majority of the ELP distribution. English-Spanish differences in reading across ELP scores were more pronounced. Language differences in math and reading scores as a function of only SLP were less clear, and reading was also more sensitive to joint changes in ELP and SLP compared to math. We discuss practical implications and limitations for assessment within multitiered systems of support as well as future directions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01