Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8

Research output: Contribution to journalArticle

Abstract

Using longitudinal data on a nationally representative U.S. cohort, this study examined the roles of language minority (LM) status and English proficiency in English reading growth across the elementary and middle school years. Piecewise growth modeling was used to compare English reading growth trajectories for native English speakers and LM learners of differing initial English proficiency, with and without controlling for socioeconomic status. LM learners who enter kindergarten fluent in English catch up with native English speakers nationally by first grade and maintain nationally average levels through eighth grade. LM learners with initially limited English proficiency demonstrated English reading trajectories that remain substantially below national averages, but converge with those of their peers from similar socioeconomic backgrounds during middle school.

Original languageEnglish (US)
Pages (from-to)1187-1225
Number of pages39
JournalAmerican Educational Research Journal
Volume48
Issue number5
DOIs
StatePublished - Oct 2011

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kindergarten
school grade
minority
language
elementary school
social status

Keywords

  • English language learners
  • language minority
  • longitudinal studies
  • reading
  • socioeconomic status

ASJC Scopus subject areas

  • Education

Cite this

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