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ERIC Number: EJ1142861
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1057-3569
Do Specific Classroom Reading Activities Predict English Language Learners' Later Reading Achievement?
Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros Fatima
Reading & Writing Quarterly, v33 n3 p199-210 2017
This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading activities, grammar and spelling activities yielded the highest effect sizes (beta weights) in predictions of English passage comprehension. The analyses also showed that vocabulary and structural analysis instruction yielded the highest effect sizes in predictions of English letter-word identification and word attack. We discuss the results in the context of specific instructional activities that were predictive of ELL children's later reading outcomes.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Munoz Language Survey; Woodcock Reading Mastery Test
IES Funded: Yes
Grant or Contract Numbers: R324A090092