"Different Patterns of Reading Growth Trajectories among Adolescent Dual Language Learners and English-Only Students"
PhD alumna, postdoctoral scholar Jin Kyoung Hwang has published a chapter with Associate Professor Joshua Lawrence (University of Oslo) in the new book from Nova Science Publishers: Second Language Acquisition: Methods, Perspectives and Challenges. The chapter is titled "Different Patterns of Reading Growth Trajectories among Adolescent Dual Language Learners and English-Only Students."
This study examines reading growth trajectories of adolescent dual language learners and their English-only peers using an individual growth modeling approach. Our analytical sample included 3,038 sixth- through eighth-grade students from an urban school district in California. Dual language learners in this study were classified into three groups based on their English language proficiency: initially fluent English proficient (IFEP), redesignated fluent English proficient (RFEP), and English language learner (ELL). Students were assessed at four time points on a standardized measure of reading comprehension. On average, all students showed growth over time. Particularly, RFEP students’ rate of growth was steeper than that of the English-only students. However, ELLs showed a slower rate of growth compared to their English-only peers. IFEPs were the only students who experienced summer setback with their reading outcome. We discuss the implications of these findings for all language designation groups.