Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Autor/inn/en	Hwang, HyeJin; Duke, Nell K.
Titel	Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners
Quelle	In: AERA Open, 6 (2020) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Reading Comprehension; Grade 3; Elementary School Students; Children; Reading Motivation; Decoding (Reading); Reading Achievement; English Language Learners; Longitudinal Studies; Surveys; Prior Learning; Monolingualism; Scientific Literacy; Gender Differences; Socioeconomic Status; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; Child; Kind; Kinder; Lesemotivation; Dekodierung; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Vorkenntnisse; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status
Abstract	This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the association between third-grade science domain knowledge and reading comprehension was stronger in students who were ELs than in students who were monolingual. These findings suggest that cultivating science domain knowledge is very important to supporting reading comprehension development in third grade, particularly for students who are ELs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01