Reading Strategy Use, Reading Achievement, and Learning Contexts of U.S. Hispanic English Learners

• In Event: Roundtable Session 27
  In Roundtable Session: Research on Literacy Development for Linguistically Diverse Students

Abstract

In this secondary analysis of PISA 2009 data, patterns and perceptions of reading strategy use of U.S. Hispanic EL students and how these related to reading achievement scores and learning contexts was investigated. The students clustered into three groups based on reading strategy use frequency and their understanding of the value of metacognitive reading strategies. The group that accurately perceived the value of metacognitive strategies had significantly higher reading achievement scores than the other two groups. Additionally, positive learning contexts, including student-teacher relationships, teacher expectations, and supportive learning practices functionally discriminated between the lowest performing group and the other groups. These findings reinforce the importance of responsive policies and practices that meet the reading needs of adolescent Hispanic ELs.

Authors

• Melissa Tovar Mayville, National Education Association

• William G. Brozo, George Mason University