Differing Effects of the Early Sociocultural Context on Reading for Arabic- and English-Speaking Students

Autor/in	Maluch, Jessica Tsimprea
Titel	Differing Effects of the Early Sociocultural Context on Reading for Arabic- and English-Speaking Students
Quelle	In: Language and Education, 36 (2022) 6, S.576-594 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maluch, Jessica Tsimprea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.2002356
Schlagwörter	Cultural Context; Social Environment; Arabic; Elementary School Students; Reading Skills; Grade 4; Reading Achievement; Teaching Methods; Comparative Analysis; Foreign Countries; Achievement Tests; International Assessment; Reading Tests; English; English (Second Language); Second Language Learning; Language Acquisition; French; Student Attitudes; Parent Attitudes; Language Usage; Family Environment; Reading Attitudes; Gender Differences; Socioeconomic Status; Measures (Individuals); United Arab Emirates; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Soziales Umfeld; Arabisch; Reading skill; Lesefertigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Französisch; Schülerverhalten; Elternverhalten; Sprachgebrauch; Familienmilieu; Reading behavior; Rading behaviour; Leseverhalten; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Messdaten; Vereinigte Arabische Emirate
Abstract	The current study examines the effects of the sociocultural context of primary school reading among Arabic- and English-speaking students in the UAE. Using a sample of 16,391 fourth graders (English: n = 10,507; Arabic: n = 5,884) from the 2016 Process in International Reading Literacy Study (PIRLS), results revealed that while early language environment and classroom practices play a role for all students, specific factors differ for Arabic- and English-speaking students. Specifically, the results suggest that some early language variables do not impact later reading achievement for Arabic-speaking students. However, certain classroom practices have a positive effect on Arabic reading in primary school. The discussion focuses on possible explanations of these group differences and the importance of tailoring early language experiences and classroom practices to complement specific linguistic and sociocultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01