Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling
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DOI：
10.1002/tesq.72
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发表时间：
2013-06-01
期刊：
影响因子：
3.2
通讯作者：
Tretter, Thomas R.
中科院分区：
文献类型：
--
作者：
Ardasheva, Yuliya;Tretter, Thomas R.
这项非实验性研究探讨了美国一个大城市学区英语学习者 (ELL) 的个体差异、情境变量和阅读成绩之间的关系。样本包括 37 所学校的 840 名 38 年级和 10 年级学生。分层线性模型结果表明，英语水平、元认知策略、母语素养和学校质量指标这四个潜在的受教育系统控制的变量对学生的阅读成绩有正向贡献。最终模型解释了 36% 的校内阅读成绩差异和 79% 的校际阅读成绩差异。控制其他变量后，教育背景较差的 ELL 似乎与教育背景较好的 ELL 表现不相上下。这些结果表明，学校可以在支持教育背景较差的英语学习者方面发挥更大的作用。
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 38 and 10 nested within 37 schools. Hierarchical linear modeling results indicate that English proficiency, metacognitive strategies, native language literacy, and school-quality indicatorsfour variables potentially under the control of the educational systempositively 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.