Contributions of Tracking, Literacy Skills, and Attitudes to Science Achievement of Students with Varied English Proficiency

Autor/inn/en	Roo, Anna Karin; Ardasheva, Yuliya; Newcomer, Sarah N.; Vidrio Magaña, Margarita
Titel	Contributions of Tracking, Literacy Skills, and Attitudes to Science Achievement of Students with Varied English Proficiency
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 9, S.1108-1124 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roo, Anna Karin) ORCID (Ardasheva, Yuliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1434125
Schlagwörter	Literacy; Track System (Education); Science Instruction; English Language Learners; Vocabulary Development; Science Tests; Scores; Urban Schools; Academic Ability; Grade 8; Reading Comprehension; Reading Tests; Comparative Analysis; Anxiety; Self Efficacy; Units of Study; Teaching Methods; Equal Education; Academic Language; Junior High School Students + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Leistungsgruppe; Leistungsdifferenzierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wortschatzarbeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen; Lesetest; Angst; Self-efficacy; Selbstwirksamkeit; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	This study examined contributions of academic ability tracking, disciplinary attitudes (science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic vocabulary knowledge) to students' science achievement in a sample of 104 Grade 8 students (78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. The final regression model explained 46% of the variance in students' science reading comprehension scores; 11% of the variance in reading scores was uniquely explained by science vocabulary knowledge, above and beyond anxiety, self-efficacy, and tracking. Similarly, the final regression model explained 41% of the variance in students' end-of-the unit science test scores; 20% of the variance was uniquely attributed to science vocabulary knowledge above and beyond anxiety, self-efficacy, academic vocabulary knowledge, science reading comprehension, and tracking. From a practical perspective, the results suggest that students need more explicit science vocabulary instruction to perform better on reading and achievement tasks, regardless of their track designation. From a policy perspective, current ELs' underrepresentation in higher-track classes calls into question the equity of instruction provided to students. Recommendations to increase ELs' access to academic content are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01