Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
David P. Bennardo, Ed.D.
Second Advisor
Lynne Manouvrier, Ed.D.
Third Advisor
Julie M. Milner, Esq., Ed.D.
Abstract
As U.S. society becomes increasingly culturally and linguistically diverse, public schools face challenges in developing more effective approaches to reading instruction, especially for students who are learning English as a new language. This dissertation investigated the impact of selected language-related factors on the reading performance and growth trajectories of 370 students in Grades 4 and 5, obtained through six nationally-normed i-Ready reading assessments in a suburban New York State public school district. Controlling for gender, socioeconomic status, and having an individualized education program, this study examined three key factors: English language proficiency, participation in two-way dual language instruction, and primary home language. Employing a multiple rational actor theoretical framework to account for any unobserved heterogeneity, this research utilized a quadratic growth modeling approach implemented through finite mixture modeling and linear mixed-effects regression analysis. The analyses revealed five latent classes with distinct reading performance levels and growth trajectories, emphasizing the risks of traditional single-distribution approaches in reading research. English language proficiency is associated with higher initial reading performance in Grade 4 but generally grows at a similar rate to that of English language learners (ELL). Dual language (DL) instruction influences reading outcomes positively for students in some latent classes, but ELLs in DL instruction experienced mixed results. Primary home language had only statistically weak effects. This study generated 11 hypotheses for further investigation and offers 12 practical recommendations for the participating school district, aiming to enhance educational strategies in reading for linguistically diverse student populations.
Recommended Citation
Mennella, Robyn, "EFFECTS OF SELECTED LANGUAGE-RELATED FACTORS ON READING PERFORMANCE AND GROWTH IN GRADES 4-5: AN HYPOTHESIS-GENERATING, GROWTH MIXTURE MODELING STUDY" (2025). Selected Full Text Dissertations, 2011-. 113.
https://digitalcommons.liu.edu/post_fultext_dis/113