Reading Proficiency and Comparability of Mathematics and Science Scores for Students From English and Non-English Backgrounds: An International Perspective

Abstract

The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and nonEnglish language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United Kingdom, and the United States. The findings indicate a strong relationship with reading proficiency accounting for up to 43% of the variance in mathematics and up to 79% in science. In all comparisons, ELB students either outperformed NELB students or performed at the same level. However, when statistical adjustments were made for reading proficiency, in both mathematics and science, the score gap between the groups became statistically non-significant in three out of the four countries. These findings point to differences in score meaning in mathematics and science assessments and limitations in comparing performances of ELB and NELB.Correspondence should be sent to Kadriye Ercikan, 2125 Main Mall, ECPS,

English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana

“…The literature is replete with several evidences indicating that children who are proficient in reading outperform their counterparts on all academic performance indicators (Cullinan, 2000). It has been proven that reading proficiency has a strong positive correlation with mathematics and science abilities (Ercikan et al, 2015). Achieving reading proficiency through independent reading outside the school environment was found to positively relate to elementary school children’s performance on achievement tests (Anderson, Fielding, & Wilson, 1988; Greaney & Hegarty, 1987).…”

Investigating the Predictors of the International Baccalaureate Diploma Programme Outcome Scores

“…There is an increase in number of evidences that language proficiency has significant impacts on students' academic performances in science and mathematics as cited by Ercikan et. al (2015) (Abedi & Lord, 2001;Abedi, 2004;Abedi, Hofstetter, & Lord, 2004;Butler et al, 2004;Kopriva, Gabel, & Cameron, 2011;Luykx et al, 2007;Penfield & Lee, 2010;Solano-Flores & Trumbull, 2003).…”

“…The language of the examination may also limit students' access to their knowledge and ability to respond to the questions when they have limited language proficiency (Ercikan et al, 2015).…”

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

“…With reference to first and second language speakers, [29] ascribed 43% of the variation between mathematics scores of first language speakers and those of additional language speakers to differences in the reading proficiency of the two groups. Various studies found that increased exposure to mother tongue instruction has positive and significant impacts on income, literacy and numeracy [11].…”