Transactional Development of Reading and Domain-Specific Knowledge in Science and Mathematics for Multilingual Students Across Varied Languages of Instruction (Poster 9)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

This longitudinal study examined the reciprocal relations between reading proficiency and domain-specific knowledge in science and mathematics throughout kindergarten to Grade 5, focusing on the potential domain specificity of these relations and their expression among multilingual students with different language instruction in kindergarten. We investigated whether the reciprocal relations between reading proficiency and science knowledge over time aligned with, or diverged from, those concerning mathematical knowledge, using a nationally representative dataset from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 (ECLS-K: 2011). Findings from the Latent Curve Modeling with Structured Residuals revealed differential directional relations between reading proficiency and domain knowledge in science and mathematics. Early reading proficiency in kindergarten was more strongly associated with more substantial growth in science knowledge compared to mathematics knowledge. The predictive relation from science knowledge to reading proficiency grew stronger over time, notably from Grades 2 to 5, while the consistent relation from reading proficiency to science knowledge persisted from kindergarten through Grade 5. Simultaneously, the reciprocal relation between mathematics knowledge and reading proficiency gradually intensified. Furthermore, results showed that among multilingual students, early science knowledge was not a significant predictor of later reading growth for those with English-only instruction in kindergarten, while it was for those with native-language instruction. For both groups, mathematics knowledge and reading proficiency showed significant reciprocal relations, particularly in the early grades for those with English-only instruction.

Author

• Jackie E. Relyea, North Carolina State University