Early Reading Achievement of Children in Immigrant Families: Is There an Immigrant Paradox?

Autor/inn/en	Palacios, Natalia; Guttmanova, Katarina; Chase-Lansdale, P. Lindsay
Titel	Early Reading Achievement of Children in Immigrant Families: Is There an Immigrant Paradox?
Quelle	In: Developmental Psychology, 44 (2008) 5, S.1381-1395 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0012863
Schlagwörter	Early Reading; Reading Achievement; Kindergarten; Grade 3; Immigrants; Longitudinal Studies; English (Second Language); Models; Academic Achievement; Educational Attainment; Parent Background; Elementary Education; United States + Suchen Sie Ihr Suchwort? Frühlesen; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Analogiemodell; Schulleistung; Bildungsabschluss; Bildungsgut; Elternhaus; Elementarunterricht; USA
Abstract	This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to foreign-born parents, respectively) had higher achievement scores at the spring of kindergarten than did 3rd generation children. Yet, controlling for race/ethnicity and maternal education fully reduced the 1st generation advantage. In addition, 1st generation children grew in reading achievement at a faster rate than did 3rd generation children. Controlling for a host of proximal and distal factors that included demographic, race/ethnic, family, and school characteristics somewhat reduced the association between generational status and rate of growth. First and 2nd generation children continued to increase their reading scores at a faster rate than did 3rd generation children. It is likely that additional factors not measured in the Early Childhood Longitudinal Survey-Kindergarten cohort, such as selection, cultural, or motivational factors, would be useful in further explaining the immigrant advantage. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10