Language Minority Status, Reading Development, and Summer Reading Achievement Loss

• In Event: Marriott Roundtable Session 36
  In Roundtable Session: Longitudinal Studies Roundtable

Abstract

This study evaluates the reading development from grades K to 3 of language minority students accounting for summer reading achievement loss using piecewise growth curve modeling. Students are identified as language minorities (LM) if they report speaking a language other than English in the home. Reading growth curves including summer loss are developed using the ECLS-K:2011 reading assessments from grades K to 3 and compared across three groups of students: native English speakers, LM with initial full English proficient, and LM with initial limited English proficiency. Students’ initial English proficiency is determined by a Pre-LAS, a part of the ECLS-K:2011 assessments. Differences in reading development between these groups are partially explained by student SES and school district level poverty measures.

Authors

• Andrew Eldon Furman Iverson, Washington State University - Pullman

• Bitnara Jasmine Park, American Institutes for Research

• Xiaying Zheng, American Institutes for Research

• Eva Yujia Li, Yale University