Impact of Predictor Variables on L2 English Reading Acquisition for Grades 3 and 5

Y

28

Predictor Variables; English (Second Language); Second Language Learning; Reading Achievement; Grade 3; Grade 5; Socioeconomic Status; Gender Differences; Social Differences; Elementary School Students; Foreign Countries; Curriculum Evaluation; Emergent Literacy; Reading Tests; Reading Fluency; Reading Skills

10.1080/02702711.2022.2141401

0270-2711
1521-0685

This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3 and 5 and offer a comparison across the three elementary grades. Participants for the current study included 657 students from Grade 3 (n = 328) and 5 (n = 329) representing low-cost, middle-cost and high-cost schools in Bangalore, India. The students' reading skills were measured using progress-monitoring tools and we utilized a mixed-effects hierarchical growth model to observe reading growth. The results suggested that both SES and curriculum had the most significant and positive effect on skills acquisition. These results will shed light on reading assessment and intervention practices in the Indian context.

As Provided

2023

EJ1379137