Role of Linguistic and Sociocultural Diversity in Reading Literacy Achievement: A Multilevel Approach

Autor/inn/en	Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo
Titel	Role of Linguistic and Sociocultural Diversity in Reading Literacy Achievement: A Multilevel Approach
Quelle	In: Journal of Research in Reading, 39 (2016) 2, S.189-208 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12032
Schlagwörter	Cultural Pluralism; Native Language; Second Language Learning; Grade 4; Elementary School Students; International Assessment; Reading Tests; Achievement Tests; Reading Achievement; Foreign Countries; Socioeconomic Status; Family Environment; Reading Attitudes; Hierarchical Linear Modeling; Educational Environment; Netherlands; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Kulturpluralismus; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Ausland; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Reading behavior; Rading behaviour; Leseverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Niederlande
Abstract	This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01