Examining Socioeconomic Status and Home Language Background in Immigrant and Native-Born Students' Reading Proficiency Growth

• In Event: Marriott Roundtable Session 22
  In Roundtable Session: Investigating Literacy Outcomes

Abstract

Although low SES background and home language background can put English Language learning students at elevated risk for early reading difficulties, it is less clear how they may relate to later reading difficulties—those persisting beyond early school years into adolescence. Few studies have examined how immigrant students with diverse language/SES backgrounds may fare during differential periods of literacy curricular implementation. Given these limitations of previous research, we utilize longitudinal SEM mixture modeling (1) to develop a more comprehensive measure of SES background and (2) to examine how this measure may intersect with language backgrounds to affect the reading readiness and growth of students who receive versus do not receive English language services during grades K-8.

Authors

• Tingting Reid, University of Hawaii

• Ronald H. Heck, University of Hawaii - Manoa