Longitudinal Investigation into the Role of Reading Self-concept on Reading Achievement for English as a First Language and English Language Learners
Year: 2019
Type: dissertation
Study design: Observational Study
Abstract: Reading self-concept—students’ perceived competence and enjoyment in reading—is theorized to influence reading development. Multi-group confirmatory factor analysis and two, cross-panel structural equation models were used to investigate the measurement invariance and structural relationship between reading self-concept and reading achievement from grade 3 to grade 6 in a cohort comprised of students with English as a first language (EL1; n= 8947) and English language learners (ELL; n= 8942). Reading self-concept and reading achievement were invariant in factor loadings, but not item intercepts, between EL1 and ELL students. Reading self-concept influences subsequent reading achievement for EL1 students, while reading achievement influences later self-concept for ELL students. Thus, to maximize the effectiveness of grade 3 reading instruction, foundational reading skills should be the primary focus of instruction for ELL students. These results highlight the unique relationship between reading self-concept and achievement among ELLs.
Source: TSpace (University of Toronto)
Author: Christine Barron
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3096865590