Language Efficacy and High-Quality Classroom Discussion Practices as Predictors of Dual Language Learners' Reading Comprehension (Poster 8)

• In Event: AERA Poster Session Eleven
  In Poster Session: Motivation, Antecedents, and Outcomes

Abstract

This study examined how early-adolescent Dual Language Learners’ (DLLs’; n = 99; females = 65; males = 34; mean age = 11.61 years old, SD = 0.366; 96% Latino) language-efficacy (i.e., beliefs about their capabilities to use language) and their engagement in high-quality discussion practices were related to their English reading comprehension. DLLs completed a language-efficacy questionnaire, as well as vocabulary and reading comprehension assessments. Audio-recordings from DLLs’ classroom discussions were coded to gain a measure of their high-quality discussion practices. Results revealed a positive interaction between DLLs’ language-efficacy and their high-quality discussion practices in predicting reading comprehension. That is, when DLLs had higher language-efficacy, there was a more positive effect of their high-quality discussion practices on their reading comprehension.

Authors

• Holly Griskell, Concordia University - Wisconsin
  Presenting Author

• Perla B. Gamez, Loyola University Chicago
  Presenting Author