The Association Between Parental Involvement in Reading and Schooling and Children's Reading Engagement in Latino Families

Loera, Gustavo; Rueda, Robert; Nakamoto, Jonathan

doi:10.1080/19388071003731554

Cited by 52 publications

(17 citation statements)

References 45 publications

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“…Also, aspects that are more directly related to the child's reading should be taken into account (e.g., parent-child communication about reading, parents' interest in their child's reading, etc. ; Loera, Rueda, & Nakamoto, 2011). More systematic analyses that include further aspects of parental involvement are thus necessary to unveil potential mediation effects.…”

Section: Limitations Of the Studymentioning

confidence: 99%

Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Villiger¹,

Wandeler

Niggli³

2014

International Journal of Educational Research

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Immigrant students usually report high levels of academic interest and motivation compared to their native peers. Given the important role that parents play in fostering their children's academic motivation, this article focuses on aspects of parental involvement and analyzes possible mediator effects on the students' reading motivation and achievement using structural equation modeling. The analyses were conducted with data from N = 891 Swiss fourth-graders and their families. Immigrant students received less emotional support from their parents, although the latter had significantly higher expectations for their child's reading achievement. Furthermore, the three aspects of parental involvement investigated had a significant impact on the development of reading motivation. In mediation analyses, just one of the 12 effects tested appeared to be a mediation effect. Further research is needed to explain differences in motivation between immigrant and native students.

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Section: Limitations Of the Studymentioning

confidence: 99%

Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Villiger¹,

Wandeler

Niggli³

2014

International Journal of Educational Research

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“…Language friendly classrooms also may increase parental capacity to take advantage of school-based early literacy and math learning resources, which is particularly important given what we know about the role families play in supporting young children's development in these areas (Loera, Rueda, & Nakamoto, 2011;C. O. Lopez & Donovan, 2009).…”

Section: Impact Of School Linguistic Capacity On Parental Involvementmentioning

confidence: 99%

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Ackerman

Tazi

2015

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. Policy Information Report and ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing ChallengesDebra J. Ackerman 1 & Zoila Tazi 2 1 Educational Testing Service, Princeton, NJ 2 Mercy College, Dobbs Ferry, NY Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.Keywords Dual language learners; preschool; early education doi:10.1002/ets2.12045 This report arises out of three independent, yet consequentially relevant U.S. policy contexts: a strong federal focus on enhancing the quality of early education programs, a rapidly growing population of Hispanic preschoolers, and the need for concrete, on-the-ground instructional strategies for improving the learning outcomes of preschool to Grade 3 students who are not yet proficient in English. Furthermore, the relevance of these contexts emerges when considering the goals of the federal Race to the Top-Early Learning Challenge (RTT-ELC) and the demographics of the 20 states that have been awarded close to $1 billion in funding since the initiative began in 2011. For example, RTT-ELC aims to improve highneed infant, toddler, and preschoolers' access to high-quality early learning and development programs as a means for enhancing their school readiness. To accomplish this goal, the initiative targets the coordinatio...

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“…In a previous study, I explored elementary ELs' reading motivation and found that ELs who were motivated readers wanted to read English texts because of social motivation, instrumental motivation, and high levels of perceived competence (Protacio, 2012). Given the research that has shown reading motivation (an integral part of reading engagement) steeply declines when students transition to the middle grades (e.g., McKenna et al, 2012), I wanted to know more about how ELs' reading engagement might change in a middle level setting.Despite the promise of improving reading engagement as a way to facilitate ELs' reading achievement, there have only been a few studies conducted on this topic (Arzubiaga, Rueda, & Monzo, 2002;Ivey & Broaddus, 2007;Loera et al, 2011;Robinson, 2010;Sturtevant & Kim, 2010 …”

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confidence: 99%

A Case Study Exploring the Reading Engagement of Middle Grades English Learners

Protacio

2017

RMLE Online

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This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in social interactions around reading (Guthrie & Wigfield, 2000). This study focuses on all four aspects of reading engagement and explores whether there are any additional components that should be considered with English learners' reading engagement. Data included in this case study research include semi-structured interviews, field notes from classroom observations, comprehension assessments, reading activity inventories, and student artifacts. Findings from this case study research indicate that all four components are essential to consider with English learners' reading engagement. Results of this study also reveal that English learners' identities are an essential component of their reading engagement. Keywords: reading engagement, English learners, reading motivationIn recent years, researchers have given more attention to reading engagement, particularly at the secondary level (e.g., Guthrie, Wigfield, & Klauda, 2012;O'Brien & Dillon, 2008) because of studies that have shown a relationship between reading engagement and reading achievement (Guthrie, McRae, & Klauda, 2007;Morgan & Fuchs, 2007;Mucherah & Yoder, 2008). Many reading engagement studies have focused primarily on native-English-speaking students. There is little research which has focused specifically on English learners' (ELs) reading engagement, particularly for middle grades ELs.The middle grades are a critical and complex transition period for ELs (Bishop, Allen-Malley, & Brinegar, 2007;Brinegar, 2010;Walqui et al., 2010), and transitioning to middle school can be even more tenuous for ELs (Virtue, 2007(Virtue, , 2009). Middle school is also the time when students generally exhibit a decline in reading motivation and reading engagement (Loera, Rueda, & Nakamoto, 2011;McKenna, Conradi, This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/ 4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. In a previous study, I explored elementary ELs' reading motivation and found that ELs who were motivated readers wanted to read English texts because of social motivation, instrumental motivation, and high levels of perceived competence (Protacio, 2012). Given the research that has shown reading motivation (an integral part of reading engagement) steeply declines when students transition to the middle grades (e.g., McKenna et al., 2012), I wanted to know more about how ELs' reading engagement might change in a middle level setting.Despite the promise of improving reading engagement as a way to facilitate ELs' re...

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The Association Between Parental Involvement in Reading and Schooling and Children's Reading Engagement in Latino Families

Cited by 52 publications

References 45 publications

Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

A Case Study Exploring the Reading Engagement of Middle Grades English Learners

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