Literaturnachweis - Detailanzeige
Autor/inn/en | Ramos Salazar, Leslie; Diego-Medrano, Elsa; García, Nancy; Castillo, Yvette |
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Titel | An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement among Second-Generation Immigrant Students |
Quelle | In: Journal of Latinos and Education, 22 (2023) 4, S.1660-1675 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ramos Salazar, Leslie) ORCID (Diego-Medrano, Elsa) ORCID (García, Nancy) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2022.2030288 |
Schlagwörter | Family Relationship; Self Esteem; Bilingualism; Reading Achievement; Minority Group Students; Immigrants; Middle School Students; High School Students; Cultural Differences; Hispanic American Students; Cultural Influences; Family Influence; California; Florida Self-esteem; Selbstaufmerksamkeit; Bilingualismus; Leseleistung; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Kultureller Unterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Cultural influence; Kultureinfluss; Kalifornien |
Abstract | Second-generation Latinx immigrant students in middle school and high school may experience language and reading barriers in education resulting from their cultural upbringing. This study examined the language and reading scores of 2,107 bilingual dominant second-generation Latinx youth participants enrolled in 8th and 9th grade in the states of California and Florida. Results showed that bilingual dominance in English and Spanish is positively related to reading achievement scores, even when controlling for demographic variables. This study also found evidence that family cohesion and self-esteem mediated the relationship between bilingual dominance and reading achievement scores. This study provides insight into future research on the reading achievement of second-generation Latinx immigrant students. Implications for school administrators and educators regarding reading and language achievement for second-generation immigrant students will be shared with recommendations. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |