{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/14743"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/14743","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Investigation on multiple factors affecting English-language learners' reading achievement: hierarchical linear modeling approach","abstract":"This study investigated the multiple factors affecting English language learners’ (ELLs) low reading achievement in standardized tests by exploring the complex, hierarchical relation in student, classroom, and school levels. The data used for this study was from National Center for Educational Statistics (NCES), the reading portion of the National Assessment of Educational Progress (NAEP). The three- level hierarchical linear modeling (HLM) analysis was employed to generate a model based on the student, teacher, and school level variables. Specifically, this study (a) identified the impact of student-, teacher-, and school characteristics on ELLs and non-ELLs' standardized reading achievement and (b) examined how these characteristics impact on their reading achievements differently for ELLs and non-ELLs. This study’s descriptive analyses supported findings from previous research, namely that ELLs tended to have more hardship measures than non-ELLs. The HLM analyses determined that some factors were related to ELLs’ and non- ELLs’ reading achievement differently after controlling for student, teacher, and school variables. Specifically, the frequency of a language other than English spoken at home yielded different results for ELLs and non-ELLs. The frequency of a language other than English spoken at home was a significant, positive predictor of reading achievement for ELLs. Meanwhile, it was a non-significant, negative predictor for non-ELLs. Positive influence of the frequent uses of a language other than English at home on ELLs’ reading performance implied a positive effect of first-language speaking on ELLs’reading. Another implication that this study brought was the importance of providing equal opportunity to learn to all students.","abstract_html":"This study investigated the multiple factors affecting English language learners’ (ELLs) low reading achievement in standardized tests by exploring the complex, hierarchical relation in student, classroom, and school levels. The data used for this study was from National Center for Educational Statistics (NCES), the reading portion of the National Assessment of Educational Progress (NAEP). The three- level hierarchical linear modeling (HLM) analysis was employed to generate a model based on the student, teacher, and school level variables. Specifically, this study (a) identified the impact of student-, teacher-, and school characteristics on ELLs and non-ELLs' standardized reading achievement and (b) examined how these characteristics impact on their reading achievements differently for ELLs and non-ELLs. This study’s descriptive analyses supported findings from previous research, namely that ELLs tended to have more hardship measures than non-ELLs. The HLM analyses determined that some factors were related to ELLs’ and non- ELLs’ reading achievement differently after controlling for student, teacher, and school variables. Specifically, the frequency of a language other than English spoken at home yielded different results for ELLs and non-ELLs. The frequency of a language other than English spoken at home was a significant, positive predictor of reading achievement for ELLs. Meanwhile, it was a non-significant, negative predictor for non-ELLs. Positive influence of the frequent uses of a language other than English at home on ELLs’ reading performance implied a positive effect of first-language speaking on ELLs’reading. Another implication that this study brought was the importance of providing equal opportunity to learn to all students.","abstract_has_math":false,"creators":["Woo, Hui-Jeong"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Ryan, Katherine E.","Davidson, Frederick G.","Chang, Hua-Hua","Bauer, Eurydice B."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-06T17:49:06Z","date_published":"2010-01-06T17:49:06Z","updated_at":"2026-07-22T22:25:08Z","subjects":["English-language learners","Reading","Hierarchical linear modeling"],"languages":["en"],"rights":["Copyright 2009 Hui-Jeong Woo"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/14743","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ryan, Katherine E.","Davidson, Frederick G.","Chang, Hua-Hua","Bauer, Eurydice B."]},{"key":"dc:creator","label":"Author","values":["Woo, Hui-Jeong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-01-06T17:49:06Z","2012-01-07T11:00:11Z","2009-12"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English-language learners","Reading","Hierarchical linear modeling"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2009 Hui-Jeong Woo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/14743"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study investigated the multiple factors affecting English language learners’ (ELLs) low reading achievement in standardized tests by exploring the complex, hierarchical relation in student, classroom, and school levels. 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Specifically, the frequency of a language other than English spoken at home yielded different results for ELLs and non-ELLs. The frequency of a language other than English spoken at home was a significant, positive predictor of reading achievement for ELLs. Meanwhile, it was a non-significant, negative predictor for non-ELLs. Positive influence of the frequent uses of a language other than English at home on ELLs’ reading performance implied a positive effect of first-language speaking on ELLs’reading. 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Specifically, the frequency of a language other than English spoken at home yielded different results for ELLs and non-ELLs. The frequency of a language other than English spoken at home was a significant, positive predictor of reading achievement for ELLs. Meanwhile, it was a non-significant, negative predictor for non-ELLs. Positive influence of the frequent uses of a language other than English at home on ELLs’ reading performance implied a positive effect of first-language speaking on ELLs’reading. 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