The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students

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Title: The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students
Author: Jones, Charlotte Kennedy
Abstract: The present study had three purposes . The first was to examine the score reliability of instruments purported to be appropriate in the assessment of students with limited English proficiency (LEP ) . The second was to investigate the criterion -related validity of the Universal Nonverbal Intelligence Test (UNIT ) with a sample of lowperforming , Hispanic students . The third purpose was to explore the contribution of language proficiency in the dominant language (L1 ) and the language proficiency in the subordinate language (L2 ) in the prediction of reading achievement in L1 . Participants included first and third grade students of Hispanic origin who scored below the median for their district on a state -approved , district -administered measure of literacy in first grade . Satisfactory internal consistency estimates were achieved with a sample of LEP students (n=24 ) on the UNIT , the Woodcock -Mu ?oz Language Survey (WMLS ) in English and in Spanish , and the Bater ?a Woodcock -Mu ?oz : Pruebas de Approvechamiento -Revisada (Bater ?a -R APR ) . For first grade students , scores from the UNIT demonstrated satisfactory concurrent validity with those from the Woodcock Johnson III : Tests of Achievement (WJ -III ACH ) for a sample of Hispanic , non -LEP students (n=89 ) . However , the concurrent validity of the UNIT was not upheld for a sample of Hispanic , LEP students administered the Bater ?a -R APR (n=56 ) . Regarding predictive validity , results from simple linear regression analyses suggested that performance on the UNIT in first grade accounted for a negligible portion of the variance on the Texas high -stakes reading test in third grade for a group of LEP students (n=51 ) as well as for a group of non -LEP students (n=77 ) . Language proficiency in L1 emerged as a positive predictor of reading achievement in L1 . However , language proficiency in L2 was not shown to be a statistically significant , independent contributor to this relationship with reading achievement on the Bater ?a -R APR (n=79 ) , WJ -III ACH (n=14 ) , TAKS Spanish (n=54 ) , or TAKS English (n=12 ) . Findings are discussed with respect to the restriction of range due to selection criterion and sample size , the use of the Abbreviated battery of the UNIT in the prediction of reading achievement , and the contribution of language proficiency in L2 for low performing , LEP students in the third grade .
URI: http : / /hdl .handle .net /1969 .1 /ETD -TAMU -1204
Date: 2009-05-15

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The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students. Available electronically from http : / /hdl .handle .net /1969 .1 /ETD -TAMU -1204 .

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