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oai:www.ideals.illinois.edu:2142/14743 2023-07-10 col_2142_8800 col_2142_5131 com_2142_5132 com_2142_5130

Ryan, Katherine E. Ryan, Katherine E. Davidson, Frederick G. Chang, Hua-Hua Bauer, Eurydice B. Woo, Hui-Jeong 2010-01-06T17:49:06Z 2010-01-06T17:49:06Z 2012-01-07T11:00:11Z 2010-01-06T17:49:06Z This study investigated the multiple factors affecting English language learners’ (ELLs) low reading achievement in standardized tests by exploring the complex, hierarchical relation in student, classroom, and school levels. The data used for this study was from National Center for Educational Statistics (NCES), the reading portion of the National Assessment of Educational Progress (NAEP). The three- level hierarchical linear modeling (HLM) analysis was employed to generate a model based on the student, teacher, and school level variables. Specifically, this study (a) identified the impact of student-, teacher-, and school characteristics on ELLs and non-ELLs' standardized reading achievement and (b) examined how these characteristics impact on their reading achievements differently for ELLs and non-ELLs. This study’s descriptive analyses supported findings from previous research, namely that ELLs tended to have more hardship measures than non-ELLs. The HLM analyses determined that some factors were related to ELLs’ and non- ELLs’ reading achievement differently after controlling for student, teacher, and school variables. Specifically, the frequency of a language other than English spoken at home yielded different results for ELLs and non-ELLs. The frequency of a language other than English spoken at home was a significant, positive predictor of reading achievement for ELLs. Meanwhile, it was a non-significant, negative predictor for non-ELLs. Positive influence of the frequent uses of a language other than English at home on ELLs’ reading performance implied a positive effect of first-language speaking on ELLs’reading. Another implication that this study brought was the importance of providing equal opportunity to learn to all students. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2009-11-20T19:12:41Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Woo_Hui-Jeong.pdf: 347859 bytes, checksum: afa820a6194c03d750c041d4f114025d (MD5) Woo_Hui-Jeong.doc: 1139712 bytes, checksum: 295f31b31cef7dd3049d1b74bb27ae77 (MD5) Made available in DSpace on 2010-01-06T17:49:06Z (GMT). No. of bitstreams: 3 license.txt: 4053 bytes, checksum: 52055d239c44005c14c6a20a303a4b1d (MD5) Woo_Hui-Jeong.pdf: 347859 bytes, checksum: afa820a6194c03d750c041d4f114025d (MD5) 1_Woo_Hui-Jeong.pdf: 343828 bytes, checksum: 644f24b0595c95064c1fe776efe0dbbc (MD5) Item marked as restricted to the 'Administrator' Group (id=1) by William Ingram (wingram2@illinois.edu) on 2010-01-06T17:49:45Z Item is restricted until 2012-01-06T17:49:44Z Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2012-01-07T11:00:11Z Item was in collections: College of Education Dissertations and Theses (ID: 434) University of Illinois Dissertations and Theses (ID: 204) No. of bitstreams: 4 1_Woo_Hui-Jeong.pdf.txt: 262348 bytes, checksum: 832961226732efcaf16ea9490468f200 (MD5) license.txt: 4053 bytes, checksum: 52055d239c44005c14c6a20a303a4b1d (MD5) Woo_Hui-Jeong.pdf: 347859 bytes, checksum: afa820a6194c03d750c041d4f114025d (MD5) 1_Woo_Hui-Jeong.pdf: 343828 bytes, checksum: 644f24b0595c95064c1fe776efe0dbbc (MD5) Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2012-01-07T11:00:11Z http://hdl.handle.net/2142/14743 en Copyright 2009 Hui-Jeong Woo English-language learners Reading Hierarchical linear modeling Investigation on multiple factors affecting English-language learners' reading achievement: hierarchical linear modeling approach 2009-12 Educational Psychology 1616 Educational Psychology 0210 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educatnl Psychology -UIUC 10KS0210PHD