The Role of Early English Word Reading in English Reading Comprehension Growth for Language-Minority Learners and Native English-Speaking Students

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-2 - English Language Learners and Literacy

Abstract

The purpose of the study was to examine the effect of early word-reading ability on reading comprehension growth by comparing differences between language-minority (LM) learners and native-English-speaking students, using the data from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). The outcome variable was created from whether or not a child mastered reading-comprehension proficiency in the first, third, fifth, and eighth grades. The results from a two-level Hierarchical Generalized Linear Modeling analysis revealed that the association between first-grade Level of Word-Reading Proficiency (i.e., low vs. high) and the probability of mastering Level of Reading-Comprehension Proficiency as a function of time significantly varied by language status.

Authors

• Jackie Eunjung Relyea, University of North Carolina - Chapel Hill

• Jill Fitzgerald, UNC at Chapel Hill and MetaMetrics