View in EDS

Reading and Arithmetic Achievement in Primary Grades for Students from Non-English Speaking Families: A Seven-Year Longitudinal Comparison.

Saved in:
Bibliographic Details
Title: Reading and Arithmetic Achievement in Primary Grades for Students from Non-English Speaking Families: A Seven-Year Longitudinal Comparison.
Language: English
Authors: Butler, Susan R., Marsh, Herbert W.
Peer Reviewed: N
Page Count: 24
Publication Date: 1984
Document Type: Reports - Research
Descriptors: Elementary Education, Family Influence, Foreign Countries, Language Skills, Longitudinal Studies, Low Achievement, Mathematics Achievement, Non English Speaking, Reading Achievement, Reading Skills, Reading Tests
Geographic Terms: Australia
Abstract: Students from seven schools, some from English-speaking (N=226) and some from non-English speaking (N=60) families, were tested for reading achievement in grades 1, 2, 3 and 6, and for mathematics achievement in grade 6. Students from non-English speaking families achieved significantly poorer reading results than those from English speaking families, and these differences were consistent and stable across grades 1-6. Longitudinal analyses suggested that the effect occurred primarily in grade 1 and that the lower reading achievement scores obtained by students from non-English speaking families in subsequent school years could be explained by the poor reading performance in grade 1 without taking into account the home language. The group differences were quite specific to language and reading skills and did not generalize to performance in mathematics. In year 6 the two groups did not differ in mathematics measures and students from non-English speaking families scored significantly better after controlling for language skills. Students in the two groups differed on many variables (for example, socio-economic status and home environment) so that causal conclusions are not justified. However, the specificity of the group achievement differences to language and reading skills suggests that home language may be an important determinant of early reading, and that early reading is in turn the primary determinant of subsequent reading performance. (Author)
Entry Date: 1984
Accession Number: ED242787
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED242787
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED242787
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reading and Arithmetic Achievement in Primary Grades for Students from Non-English Speaking Families: A Seven-Year Longitudinal Comparison.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Susan+R%2E%22">Butler, Susan R.</searchLink><br /><searchLink fieldCode="AR" term="%22Marsh%2C+Herbert+W%2E%22">Marsh, Herbert W.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1984
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Non+English+Speaking%22">Non English Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students from seven schools, some from English-speaking (N=226) and some from non-English speaking (N=60) families, were tested for reading achievement in grades 1, 2, 3 and 6, and for mathematics achievement in grade 6. Students from non-English speaking families achieved significantly poorer reading results than those from English speaking families, and these differences were consistent and stable across grades 1-6. Longitudinal analyses suggested that the effect occurred primarily in grade 1 and that the lower reading achievement scores obtained by students from non-English speaking families in subsequent school years could be explained by the poor reading performance in grade 1 without taking into account the home language. The group differences were quite specific to language and reading skills and did not generalize to performance in mathematics. In year 6 the two groups did not differ in mathematics measures and students from non-English speaking families scored significantly better after controlling for language skills. Students in the two groups differed on many variables (for example, socio-economic status and home environment) so that causal conclusions are not justified. However, the specificity of the group achievement differences to language and reading skills suggests that home language may be an important determinant of early reading, and that early reading is in turn the primary determinant of subsequent reading performance. (Author)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1984
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED242787
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED242787
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Family Influence
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Non English Speaking
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Reading and Arithmetic Achievement in Primary Grades for Students from Non-English Speaking Families: A Seven-Year Longitudinal Comparison.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Butler, Susan R.
      – PersonEntity:
          Name:
            NameFull: Marsh, Herbert W.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 25
              M: 03
              Type: published
              Y: 1984
ResultId 1