Relative Contributions of Language Learning Strategies to Reading and Mathematics Achievement of English Learners

• In Event: Roundtable Session 39
  In Roundtable Session: Trends in Second Language and Content Learning in Multilingual Settings

Abstract

This statistical modeling study explored relationships between language learning strategies and reading and mathematics achievement of English learners (ELs) in the presence of mediating and intervening factors. The sample comprised 805 Grade 3-8 ELs in one U.S. urban school district. Final SEM models (a) fitted the data exceptionally well suggesting that the hypothesized models captured well the relationships among the constructs of interest and (b) accounted for substantial amounts of variance in ELs’ academic achievement (about 54%), English proficiency (28% to 32%), and strategy use (28% to 53%). Results identified three positive, instructionally manipulable contributors to EL outcomes (metacognitive strategies, motivation, native language literacy) and two intervening effects (age, length of residence). Implications for practice and research are discussed.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Jennifer D. Green, Western Washington University