Download full text
Download full text
ERIC Number: EJ1248510
Record Type: Journal
Publication Date: 2020
Abstractor: As Provided
Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners
Hwang, HyeJin; Duke, Nell K.
AERA Open, v6 n1 Jan-Mar 2020
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.
Descriptors: Reading Comprehension, Grade 3, Elementary School Students, Children, Reading Motivation, Decoding (Reading), Reading Achievement, English Language Learners, Longitudinal Studies, Surveys, Prior Learning, Monolingualism, Scientific Literacy, Gender Differences, Socioeconomic Status
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey