Investigation on multiple factors affecting English-language learners' reading achievement: hierarchical linear modeling approach

Woo, Hui-Jeong

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https://hdl.handle.net/2142/14743 Copy

Description

Title

Investigation on multiple factors affecting English-language learners' reading achievement: hierarchical linear modeling approach

Author(s)

Woo, Hui-Jeong

Issue Date

2010-01-06T17:49:06Z

Director of Research (if dissertation) or Advisor (if thesis)

Ryan, Katherine E.

Doctoral Committee Chair(s)

Ryan, Katherine E.

Committee Member(s)

• Davidson, Frederick G.
• Chang, Hua-Hua
• Bauer, Eurydice B.

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• English-language learners
• Reading
• Hierarchical linear modeling

Abstract

This study investigated the multiple factors affecting English language learners’ (ELLs) low reading achievement in standardized tests by exploring the complex, hierarchical relation in student, classroom, and school levels. The data used for this study was from National Center for Educational Statistics (NCES), the reading portion of the National Assessment of Educational Progress (NAEP). The three- level hierarchical linear modeling (HLM) analysis was employed to generate a model based on the student, teacher, and school level variables. Specifically, this study (a) identified the impact of student-, teacher-, and school characteristics on ELLs and non-ELLs' standardized reading achievement and (b) examined how these characteristics impact on their reading achievements differently for ELLs and non-ELLs. This study’s descriptive analyses supported findings from previous research, namely that ELLs tended to have more hardship measures than non-ELLs. The HLM analyses determined that some factors were related to ELLs’ and non- ELLs’ reading achievement differently after controlling for student, teacher, and school variables. Specifically, the frequency of a language other than English spoken at home yielded different results for ELLs and non-ELLs. The frequency of a language other than English spoken at home was a significant, positive predictor of reading achievement for ELLs. Meanwhile, it was a non-significant, negative predictor for non-ELLs. Positive influence of the frequent uses of a language other than English at home on ELLs’ reading performance implied a positive effect of first-language speaking on ELLs’reading. Another implication that this study brought was the importance of providing equal opportunity to learn to all students.

Graduation Semester

2009-12

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http://hdl.handle.net/2142/14743

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Copyright 2009 Hui-Jeong Woo

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