Learning and Instruction
Volume 35, 2015, Pages 73-84

Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study (Article)

Kigel R.M.* , McElvany N. , Becker M.
  • a Max Planck Institute for Human Development, Lentzeallee 94, Berlin, 14195, Germany, Institute for School Development Research, TU Dortmund University, Vogelpothsweg 78, Dortmund, 44227, Germany
  • b Max Planck Institute for Human Development, Lentzeallee 94, Berlin, 14195, Germany, Institute for School Development Research, TU Dortmund University, Vogelpothsweg 78, Dortmund, 44227, Germany
  • c Max Planck Institute for Human Development, Lentzeallee 94, Berlin, 14195, Germany, Department of Educational Governance, German Institute for International Educational Research, Warschauer Straße 34-38, Berlin, 10243, Germany

Abstract

The purpose of this paper is to examine disparities in important components of reading acquisition in the context of migration. Previous empirical studies showed significant differences in reading skills between students with and without immigrant backgrounds. Data of N=712 students tested in grades 3, 4, and 6 were analyzed with respect to group differences in reading acquisition. The autoregressive cross-lag panel-model and the latent growth curve models revealed negative effects of immigrant background on the relative position of children in the domains text comprehension and vocabulary as well as a negative effect on relative changes in vocabulary and positive effects on relative changes in reading motivation. Social inequality could not fully explain the identified effects. Immigrant background did not predict absolute growth of text comprehension, vocabulary, and reading motivation. Implications of the findings for research and practice are discussed. © 2014 Elsevier Ltd.All rights reserved.

Author Keywords

Immigrant background Social inequality Reading literacy vocabulary Reading motivation

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908582567&doi=10.1016%2fj.learninstruc.2014.10.001&partnerID=40&md5=f845d4a18606261e4377ed927d110e9c
DOI: 10.1016/j.learninstruc.2014.10.001
ISSN: 09594752
Cited by: 10
Original Language: English