Language‐related values, reading amount, and reading comprehension in students with migration backgrounds

El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele

doi:10.1111/bjep.12102

Cited by 9 publications

(5 citation statements)

References 64 publications

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“…Participants that believe this link to be stronger may engage in more reading, resulting in higher reading performance. This relationship has also been demonstrated by El-Khechen, Ferdinand, Steinmayr, and McElvany (2016), who found that the utility value placed on German by German-Turkish bilinguals predicted German reading competency. As such, the contribution of this study to theoretical frameworks is the extension of these frameworks to reading-specific research.…”

Section: Discussionsupporting

confidence: 53%

Exploring variation in reading comprehension among young adult Spanish–English bilinguals: The role of environmental language contact and attitudes toward reading

Smith

Briggs

Pothier

2017

International Journal of Bilingualism

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Aims: The goal of this study was to investigate diversity among Spanish–English bilingual university-level students’ reading outcomes and the impact of reading attitudes, motivation, and variation in language environment. Design: The current study included 50 Spanish–English bilingual undergraduate students, mean age 21.8 years, from a university in the western United States. Participants were administered a battery of standardized assessments including measures of executive function, English reading comprehension, working memory, non-verbal IQ, and questionnaires addressing language environment, language behaviour, and attitudes toward reading in English and Spanish. Data and analysis: Hierarchical linear regression models regressing reading performance on questionnaire responses were performed. Findings: Spanish–English bilingual university students showed differential reading comprehension outcomes, which were significantly predicted by differences in attitudes toward reading, extrinsic and/or instrumental motivation, and environmental language usage. A combined model of IQ, working memory, perceived English reading skills, and composite of positive attitudes toward reading in Spanish and English accounted for the most variance in reading comprehension scores, 38.5%, F(2,502), p = .03. Greater Spanish use for workplace customer communication significantly predicted higher English reading comprehension. Originality: Distinct from previous research, learners’ perceived value of Spanish reading and use of Spanish in the workplace accounted for variance in English reading outcomes. Significance: Our findings that individual and environmental factors influence variation in reading outcomes indicates further heterogeneity among Spanish–English bilingual university students, with potential implications for reading development and university success.

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Section: Discussionsupporting

confidence: 53%

Exploring variation in reading comprehension among young adult Spanish–English bilinguals: The role of environmental language contact and attitudes toward reading

Smith

Briggs

Pothier

2017

International Journal of Bilingualism

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“….43]). It seems that the broad confidence intervals resulted from studies with smaller sample size (e.g., El-Khechen et al, 2016). One effect of one study (Villiger et al, 2014) showed a confidence interval that included zero indicating a non-significant effect.…”

Section: Meta-analytic Resultsmentioning

confidence: 99%

Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis

Kim

Mok

Seidel

2020

Educational Research Review

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“…In the reading domain, studies examining the relations among motivational, behavioural, and performance variables are more common (e.g., De Naeghel, Keer, Vansteenkiste, & Rosseel, 2012; El‐Khechen, Ferdinand, Steinmayr, & McElvany, 2016; Troyer, Kim, Hale, Wantchekon, & Armstrong, 2019) than in writing research. Across these studies, authors typically placed reading frequency as a mediator of the motivation–performance relationship.…”

Section: Introductionmentioning

confidence: 99%

Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

Camacho

Alves

Smedt

et al. 2021

Brit J of Edu Psychol

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Background. Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance.Aims. We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a behavioural variable (i.e., writing frequency), and writing performance; and (2) inspect whether these relations varied across two text genres (i.e., narrative and opinion texts) and across two educational levels (i.e., students in grades 5-6 and grades 7-8).Sample. Six hundred and five students from grades 5-8 participated in this study.Methods. Students completed self-report scales and wrote narrative and opinion texts. We conducted multiple-group structural equation modeling to analyse the data.Results. Regarding narrative texts, digital writing frequency was significantly associated with text quality for students in grades 7-8, but this relation was not significant in students from grades 5-6. Both attitudes and self-efficacy for self-regulation made a direct contribution to narrative text quality across educational levels. In addition, attitudes were associated with both literary and digital writing frequency across educational levels. Concerning opinion texts, no significant differences emerged in terms of educational level. Attitudes contributed to both literary and digital writing frequency as well as to opinion text quality across educational levels.Conclusions. This study underlines the fundamental contribution of motivational variables to students' writing performance. Accordingly, teachers need to adopt motivation-enhancing practices in writing instruction across grade levels.Teaching students to write effectively is a key aim of mandatory education. This aim is consistent with the cross-cutting role of writing in many facets of everyday life. Writing is a

show abstract

Language‐related values, reading amount, and reading comprehension in students with migration backgrounds

Cited by 9 publications

References 64 publications

Exploring variation in reading comprehension among young adult Spanish–English bilinguals: The role of environmental language contact and attitudes toward reading

Exploring variation in reading comprehension among young adult Spanish–English bilinguals: The role of environmental language contact and attitudes toward reading

Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis

Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

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