Effects of Early Classroom Activities on English Language Learners' Later Reading Achievement

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

Abstract

This study examined the relationship between reading activities in Year 1 (N = 50 classrooms) and English Language Learner (ELL) children’s English reading (passage comprehension, letter-word identification, and word attack) in Year 2. Students’ (N = 270) reading performance was initially tested in first, second, and third grades and again the following year. Hierarchical linear modeling, which included a cross classification analysis, indicated that teaching activities related to grammar and spelling in Year 1 provided the highest effect sizes (beta-weights) in predicting Year 2 passage comprehension, and teaching activities related to vocabulary and structural analysis provided the highest effect sizes in predicting letter-word identification and word attack. This study highlights the need for more research with non-native English speakers.

Authors

• Milagros F. Kudo, University of California – Riverside

• Michael John Orosco, University of Kansas

• H. Lee Swanson, University of California - Riverside