PISA Reading Achievement: Identifying Predictors and Examining Model Generalizability for Multilingual Students

Autor/inn/en	Dai, Shenghai; Hao, Tao; Ardasheva, Yuliya; Ramazan, Onur; Danielson, Robert William; Austin, Bruce
Titel	PISA Reading Achievement: Identifying Predictors and Examining Model Generalizability for Multilingual Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 10, S.2763-2795 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dai, Shenghai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10357-4
Schlagwörter	High School Students; Multilingualism; Achievement Tests; Foreign Countries; International Assessment; Reading Achievement; Models; Predictor Variables; Generalization; Self Efficacy; Monolingualism; Grades (Scholastic); Peer Relationship; Teacher Student Relationship; Truancy; Extracurricular Activities; Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mehrsprachigkeit; Multilingualismus; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Leseleistung; Analogiemodell; Prädiktor; Self-efficacy; Selbstwirksamkeit; Notenspiegel; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Außerunterrichtliche Aktivität
Abstract	Reading research in the United States has mainly focused on early or, less frequently, middle grades and on monolingual (MN or English-only) rather than on multilingual (ML) students. To address these gaps, we focused on factors contributing to high school ML students' reading achievement. In particular, we first used machine learning to identify predictors of high school students' reading achievement on PISA 2018. We then conducted multilevel modeling on the entire sample (baseline model) and tested the model's generalizability to ML and MN populations. Results suggest that ML students would benefit from instruction focused on enhancing their reading self-efficacy and increased learning opportunities for extracurricular reading activities. The results also suggest that students, especially ML students, would benefit from schools avoiding grade retention policies and focusing on minimizing truancy and supporting positive peer and teacher relationships. Limitations of the study and future directions are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01