Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach

Andrea Netten, Johannes W. Luyten, Mienke Droop, Ludo Verhoeven

    Research output: Contribution to journalArticleAcademicpeer-review

    3 Citations (Scopus)

    Abstract

    This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement.
    Original languageEnglish
    Pages (from-to)189-208
    JournalJournal of research in reading
    Volume39
    Issue number2
    DOIs
    Publication statusPublished - 2016

    Fingerprint

    Linguistics
    Reading
    literacy
    linguistics
    Social Class
    Multilevel Analysis
    social status
    Students
    Language
    school
    Literacy
    student
    language
    Netherlands

    Keywords

    • METIS-304734
    • IR-91565

    Cite this

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    title = "Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach",
    abstract = "This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7{\%} of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement.",
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    Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach. / Netten, Andrea; Luyten, Johannes W.; Droop, Mienke; Verhoeven, Ludo.

    In: Journal of research in reading, Vol. 39, No. 2, 2016, p. 189-208.

    Research output: Contribution to journalArticleAcademicpeer-review

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