Examining Reading Growth Profiles Among Children of Diverse Language Backgrounds Using Known and Unknown Approaches

• In Event: 45.037 - Early Education and Literacy: Teacher and Student Language Backgrounds and Reading Growth

Abstract

Previous research examining the reading achievement of immigrant children has often grouped English learners into one broad (EL) category, thereby creating a dichotomy regarding whether or not these students need school language supports. A common criticism is that EL assignment underestimates the heterogeneity present among children of varied language backgrounds, proficiency, and use. Our study examines reading growth among language minority children and their English monolingual peers from two contrasting SEM frameworks—a known group approach (multiple-group latent growth analysis) and an emergent group approach (growth mixture analysis). Our goal is to further our understanding regarding language minority status and reading growth by delving into students’ language use and examining characteristics of emergent latent classes defined by EL status.

Authors

• Tingting Reid, University of Hawaii at Manoa

• Ronald H. Heck, University of Hawaii - Manoa