NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1092821
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0826-435X
Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students' Reading Achievement
Fung, Karen; ElAtia, Samira
TESL Canada Journal, v32 n9 p24-42 2015
Using Hierarchical Linear Modelling (HLM), this study aimed to identify factors such as ESL/ELL/EAL status that would predict students' reading performance in an English language arts exam taken across Canada. Using data from the 2007 administration of the Pan-Canadian Assessment Program (PCAP) along with the accompanying surveys for students and the schools, a two-level (student level and school level) HLM model was analyzed for predictive relationships. Results showed that, at the student level, predictors such as students' participation in class discussions, language spoken at home, parents' encouragement to read at a young age, and the number of individual projects requiring students to work outside of class contributed significantly to the students' reading scores. However, none of the school-level predictors were found to be significant. All the significant predictors contributed to only 12% of the variability in this HLM model. Identification of more significant variables is needed in order to have a full picture of students' reading competence and achievement.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada