Contributions of Attitudes, Literacy Skills, and Tracking to English Learners' Science Achievement

• In Event: Sheraton Roundtable Session 16
  In Roundtable Session: Academic Supports for Multilingual Learners

Abstract

This study examined contributions of anxiety, self-efficacy, and vocabulary to students’ science achievement in a sample of 104 Grade 8 students (78% current/former English learners) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. Final regression models explained 46% and 41% of the variance in students’ science reading comprehension and end-of-the-unit content knowledge (genetics) test scores, respectively. End-of-the-unit science vocabulary knowledge was the biggest contributor to explaining students’ reading scores and the only significant contributor to science test performance, above and beyond track (respectively, 11% and 20% of uniquely explained variance). Results suggest that students need more explicit science vocabulary instruction to perform better on reading and achievement tasks, regardless of their track designation.

Authors

• Anna Karin Roo, Washington State University - Pullman

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Margarita Vidrio, Washington State University - Tri-Cities