Literaturnachweis - Detailanzeige
| Autor/inn/en | Reid, Tingting; Heck, Ronald H. |
|---|---|
| Titel | Examining Variability in Language Minority Students' Reading Achievement: The Influence of School and Ethnic Background Macro Contexts |
| Quelle | In: Journal of Education, 198 (2018) 1, S.78-94 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/0022057418800945 |
| Schlagwörter | Language Minorities; Reading Achievement; Cultural Background; English Language Learners; Elementary School Students; Cultural Pluralism; Achievement Gap; Ethnic Groups; School Districts; Grade 4; Socioeconomic Status; Reading Tests; Educational Environment |
| Abstract | The steady increase in immigration in the United States over the past few decades has focused attention on the necessity for school districts to provide English language services in order for children with diverse language backgrounds to participate fully in public education. In this study, we utilize a large state-representative sample of elementary-aged students from culturally diverse backgrounds to examine gaps in the reading achievement of English learners versus their native English-speaking peers. Our inquiry examines the theoretical importance of micro-macro linkages to assess the relative impacts of school contexts and ethnic/cultural backgrounds on students' reading achievement. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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