A Multilevel Analysis of Asian Immigrant Children's Reading Achievement in the Early Years: Evidence from the ECLS-K Data

Autor/inn/en	Li, Guofang; Yang, Lihong
Titel	A Multilevel Analysis of Asian Immigrant Children's Reading Achievement in the Early Years: Evidence from the ECLS-K Data
Quelle	In: Frontiers of Education in China, 10 (2015) 1, S.110-131 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Asians; Emergent Literacy; Immigrants; Reading Achievement; Early Childhood Education; Young Children; Ethnicity; Reading Readiness; Achievement Gap; Socioeconomic Status; Gender Differences; Cultural Background; Native Language; Evidence; Data Analysis + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Frühleseunterricht; Immigrant; Immigrantin; Immigranten; Leseleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ethnizität; Reading rate; Reading speed; Lesegeschwindigkeit; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Evidenz; Auswertung
Abstract	This study investigates 1.5 generation Asian immigrant children's (n = 264) early literacy achievement patterns, treating them as a heterogeneous group. Specifically, the within-group variances in reading achievement from kindergarten to third grade are examined, drawing on four waves of data from the ECLS-K class of 1998-1999. Our analysis shows that ethnicity plays a role in shaping the children's initial reading readiness and later growth, but the effects of languages spoken at home are not significant. Our analysis also demonstrates a persistent achievement gap between low-and high-socioeconomic status (SES) Asian groups. However, gender difference in terms of children's reading development is not found to be significant. There is also no interaction between SES and the other factors such as gender, ethnicity and language backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01