AERA Open Vol6 No1: Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Version
2
Resource Type
Dataset
Creator
  • Hwang, HyeJin (Florida State University)
  • Duke, Nell (University of Michigan)
Publication Date
2020-12-20
Description
  • Abstract

    This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the association between third-grade science domain knowledge and reading comprehension was stronger in students who were ELs than in students who were monolingual. These findings suggest that cultivating science domain knowledge is very important to supporting reading comprehension development in third grade, particularly for students who are ELs.
Availability
Download
This study is freely available to the general public via web download.
Relations
  • Is version of
    DOI: 10.3886/E129401
Publications
  • Hwang, HyeJin, and Nell K. Duke. “Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners.” AERA Open 6, no. 1 (January 2020): 1–17. https://doi.org/10.1177/2332858419899075.
    • ID: 10.1177/2332858419899075 (DOI)

Update Metadata: 2020-12-21 | Issue Number: 1 | Registration Date: 2020-12-21