Impact of Predictor Variables on L2 English Reading Acquisition for Grades 3 and 5

Autor/inn/en	Shenoy, Sunaina; Wagner, Richard K.; Overton, Kathryn; Rao, Nisha M.
Titel	Impact of Predictor Variables on L2 English Reading Acquisition for Grades 3 and 5
Quelle	In: Reading Psychology, 44 (2023) 3, S.242-269 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shenoy, Sunaina) ORCID (Overton, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2141401
Schlagwörter	Predictor Variables; English (Second Language); Second Language Learning; Reading Achievement; Grade 3; Grade 5; Socioeconomic Status; Gender Differences; Social Differences; Elementary School Students; Foreign Countries; Curriculum Evaluation; Emergent Literacy; Reading Tests; Reading Fluency; Reading Skills; India; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Sozialer Unterschied; Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Frühleseunterricht; Lesetest; Reading skill; Lesefertigkeit; Indien
Abstract	This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3 and 5 and offer a comparison across the three elementary grades. Participants for the current study included 657 students from Grade 3 (n = 328) and 5 (n = 329) representing low-cost, middle-cost and high-cost schools in Bangalore, India. The students' reading skills were measured using progress-monitoring tools and we utilized a mixed-effects hierarchical growth model to observe reading growth. The results suggested that both SES and curriculum had the most significant and positive effect on skills acquisition. These results will shed light on reading assessment and intervention practices in the Indian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01