Factors Improving English Language Learners' Performance on a Reading Achievement Test

• In Event: Hilton Roundtable Session 21
  In Roundtable Session: English Language Learners and the Politics of Education Policy

Abstract

This study explored obtaining the reading proficiency for non-English Language Learners and English Language Learners and examined if parental education and family income could mediate the effects of language status on the reading proficiency. Moreover, we examined if attending pre-school education had a positive impact on obtaining the reading proficiency after controlling the other independent variables. The result shows that most of the differences between ELLs and non-ELLs could be attributed to the differences in the parental education and the family income. Furthermore, controlling for the other variables, the estimated odds of being proficient are about 1.183 times higher for students who attended preschool program.

Authors

• Majed Altamimi, University at Buffalo - SUNY

• Ebtssam Alqhtani, University at Buffalo - SUNY