Effects of Selected Language-Related Factors on Reading Performance: A Finite Mixture Growth Modeling Study

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 4
  In Roundtable Session: RT2: Quantitative Advances and Approaches to Research on Inclusion, Equity, Educational Disparities and Student Success

Abstract

This study investigated the impact of selected language-related factors (i.e., English language proficiency, participation in two-way dual language instruction, and primary home language) on the reading performance and growth trajectories of 370 students in a suburban New York State public school district. This research controlled for gender, socioeconomic status, and having an individualized education program. It employed a multiple rational actor theoretical framework to account for any unobserved heterogeneity. The analyses revealed five latent classes with distinct reading performance levels and growth trajectories, emphasizing the risks of traditional single-distribution approaches in reading research. This study generated 11 hypotheses for further investigation and offers 12 practical recommendations for the participating school district, aiming to enhance educational strategies for linguistically diverse students.

Author

• Robyn Mennella, Long Island University - Brookville