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ERIC Number: EJ1004527
Record Type: Journal
Publication Date: 2013-May
Pages: 19
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0739-9863
Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency
Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne
Hispanic Journal of Behavioral Sciences, v35 n2 p241-259 May 2013
Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of first- and second-generation Hispanic immigrants drawn from the Early Childhood Longitudinal Study--Kindergarten cohort. We further tested whether English proficiency moderated this association. Separate models by study wave (kindergarten, first grade, and third grade) were run to examine whether associations among English proficiency, ATL, and math changed over time. Results indicated that ATL, measured at the previous wave, predicted math scores in first and third grade, but not kindergarten. Moreover, in third grade, ATL predicted math only for children who were proficient in English. The implications for Hispanic immigrant children are discussed. (Contains 2 tables, 1 figure, and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey