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A LONGITUDINAL INVESTIGATION OF READING IN HIGH-STAKES TESTS FOR ADOLESCENT ENGLISH LANGUAGE LEARNERS
by
Hyo Jin Lim
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
May 2010
Copyright 2010 Hyo Jin Lim
Object Description
| Title | A longitudinal investigation of reading in high-stakes tests for adolescent English language learners |
| Author | Lim, Hyo Jin |
| Author email | hyolim@usc.edu; lockey00@gmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-16 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-28 |
| Advisor (committee chair) | Rueda, Robert |
| Advisor (committee member) |
Hocevar, Dennis Farver, JoAnn |
| Abstract | The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners group in terms of students’ performance in high stakes reading tests. The first set of research questions provided empirical evidence for whether the reading performance of schools with English learners changed over time and how the changes varied across schools. The second set of research questions in this study confirmed that there exist unobserved, multiple classes within this group with background covariates that influence the classification and indicators of reading achievement scores.; The current study employed a secondary data analysis using an existing dataset collected from a large urban school district in the southwestern United States. A three-level Hierarchical Linear Model (3-Level HLM) and a Latent Class Analysis (LCA) model were used to analyze the dataset. Findings from the first set of research questions revealed that there were significant growth factors in schools’ initial status of reading achievement but not in their rate of change. The effects of background variables such as SES, ethnicity, and language status were statistically significant. Limited English proficient (LEP) students showed significantly lower achievement, controlling for other background variables. Second language oral language proficiency was found to be a major predictor in reading for English learners. In addition, significant school-level effects were found in the school reading proficiency and the percentage of teachers who provided bilingual instruction.; Results from the Latent Class Analysis (LCA) demonstrated that there were three unobserved subgroups that consisted of a mixture of distributions among a sample of English learners. Three groups were found to be qualitatively different as they presented low, middle, and high performances in the latent indicators. Covariates such as gender, SES, birth country and grade began in the U.S. significantly contributed to classification and they also predicted reading outcomes. The implications of these findings were discussed in terms of reading research and practice of English learners, and suggestions for future research were presented. |
| Keyword | English language learners; reading achievement; longitudinal investigation |
| Geographic subject (country) | USA |
| Coverage date | 2000/2005 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2966 |
| Rights | Lim, Hyo Jin |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Lim-3570 |
| Archival file | uscthesesreloadpub_Volume32/etd-Lim-3570.pdf |
Description
| Title | Page 1 |
| Full text | A LONGITUDINAL INVESTIGATION OF READING IN HIGH-STAKES TESTS FOR ADOLESCENT ENGLISH LANGUAGE LEARNERS by Hyo Jin Lim A Dissertation Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) May 2010 Copyright 2010 Hyo Jin Lim |
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