A Longitudinal Investigation of Reading in High-Stakes Tests for Adolescent English Language Learners
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| Title: | A Longitudinal Investigation of Reading in High-Stakes Tests for Adolescent English Language Learners |
|---|---|
| Language: | English |
| Authors: | Lim, Hyo Jin |
| Source: | ProQuest LLC. 2010Ph.D. Dissertation, University of Southern California. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 181 |
| Publication Date: | 2010 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Secondary Education |
| Descriptors: | Urban Schools, Reading Research, Oral Language, Reading Achievement, Reading Tests, Second Language Learning, High Stakes Tests, Program Effectiveness, Classification, Longitudinal Studies, Data Analysis, Adolescents |
| Geographic Terms: | United States |
| ISBN: | 978-1-109-77237-1 |
| Abstract: | The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners group in terms of students' performance in high stakes reading tests. Historically, English learners have often been considered the students who are in the process of developing English language competence. These students represent one of the fastest-growing groups among the school-aged population in the United States. However, there have been significant achievement gaps between English learners and native English-speaking students in all grades and content areas. The first set of research questions provided empirical evidence for whether the reading performance of schools with English learners changed over time and how the changes varied across schools. The second set of research questions in this study confirmed that there exist unobserved, multiple classes within this group with background covariates that influence the classification and indicators of reading achievement scores. The current study employed a secondary data analysis using an existing dataset collected from a large urban school district in the southwestern United States. In the database, a total of 13,060 students enrolled from 2000-01 to 2003-04 in ten schools. The standardized reading achievement scores and background/language variables of these students were examined. A three-level Hierarchical Linear Model (3-Level HLM) and a Latent Class Analysis (LCA) model were used to analyze the dataset. Findings from the first set of research questions revealed that there were significant growth factors in schools' initial status of reading achievement but not in their rate of change. The effects of background variables such as SES, ethnicity, and language status were statistically significant. Limited English proficient (LEP) students showed significantly lower achievement, controlling for other background variables. Second language oral language proficiency was found to be a major predictor in reading for English learners. In addition, significant school-level effects were found in the school reading proficiency and the percentage of teachers who provided bilingual instruction. Results from the Latent Class Analysis (LCA) demonstrated that there were three unobserved subgroups that consisted of a mixture of distributions among a sample of English learners. Three groups were found to be qualitatively different as they presented low, middle, and high performances in the latent indicators. Covariates such as gender, SES, birth country and grade began in the U.S. significantly contributed to classification and they also predicted reading outcomes. The implications of these findings were discussed in terms of reading research and practice of English learners, and suggestions for future research were presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403606 |
| Accession Number: | ED516383 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED516383 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Longitudinal Investigation of Reading in High-Stakes Tests for Adolescent English Language Learners – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lim%2C+Hyo+Jin%22">Lim, Hyo Jin</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2010Ph.D. Dissertation, University of Southern California. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 181 – Name: DatePubCY Label: Publication Date Group: Date Data: 2010 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 978-1-109-77237-1 – Name: Abstract Label: Abstract Group: Ab Data: The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners group in terms of students' performance in high stakes reading tests. Historically, English learners have often been considered the students who are in the process of developing English language competence. These students represent one of the fastest-growing groups among the school-aged population in the United States. However, there have been significant achievement gaps between English learners and native English-speaking students in all grades and content areas. The first set of research questions provided empirical evidence for whether the reading performance of schools with English learners changed over time and how the changes varied across schools. The second set of research questions in this study confirmed that there exist unobserved, multiple classes within this group with background covariates that influence the classification and indicators of reading achievement scores. The current study employed a secondary data analysis using an existing dataset collected from a large urban school district in the southwestern United States. In the database, a total of 13,060 students enrolled from 2000-01 to 2003-04 in ten schools. The standardized reading achievement scores and background/language variables of these students were examined. A three-level Hierarchical Linear Model (3-Level HLM) and a Latent Class Analysis (LCA) model were used to analyze the dataset. Findings from the first set of research questions revealed that there were significant growth factors in schools' initial status of reading achievement but not in their rate of change. The effects of background variables such as SES, ethnicity, and language status were statistically significant. Limited English proficient (LEP) students showed significantly lower achievement, controlling for other background variables. Second language oral language proficiency was found to be a major predictor in reading for English learners. In addition, significant school-level effects were found in the school reading proficiency and the percentage of teachers who provided bilingual instruction. Results from the Latent Class Analysis (LCA) demonstrated that there were three unobserved subgroups that consisted of a mixture of distributions among a sample of English learners. Three groups were found to be qualitatively different as they presented low, middle, and high performances in the latent indicators. Covariates such as gender, SES, birth country and grade began in the U.S. significantly contributed to classification and they also predicted reading outcomes. The implications of these findings were discussed in terms of reading research and practice of English learners, and suggestions for future research were presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2011 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403606" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403606</link> – Name: AN Label: Accession Number Group: ID Data: ED516383 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 181 Subjects: – SubjectFull: Urban Schools Type: general – SubjectFull: Reading Research Type: general – SubjectFull: Oral Language Type: general – SubjectFull: Reading Achievement Type: general – SubjectFull: Reading Tests Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: High Stakes Tests Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Classification Type: general – SubjectFull: Longitudinal Studies Type: general – SubjectFull: Data Analysis Type: general – SubjectFull: Adolescents Type: general – SubjectFull: United States Type: general Titles: – TitleFull: A Longitudinal Investigation of Reading in High-Stakes Tests for Adolescent English Language Learners Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lim, Hyo Jin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2010 Identifiers: – Type: isbn-print Value: 978-1-109-77237-1 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
