Citation

Learning strategies of language minority learners and their reading performance on the program for international student assessment (PISA)

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Abstract:

Language minority students, on average, achieve lower scores on literacy assessments than their native
language peers. This paper examines the relationship between minority language students' reported
learning strategies in reading and their performance on the PISA reading assessment.

This paper is framed by a recent OECD report "Closing the Gap for Immigrant Students: Policies,
Practice and Performance" (OECD 2010) that explores the academic challenges of language minority
learners. The paper concludes that language barriers and socio-economic differences provide substantial
challenges to the achievement of language minority learners. However, these factors do not account
for all of the variation in scores among language minority learners and does not address how individual
students approach their learning experiences.

Using PISA 2000 and 2009 data, language minority students' learning strategies and the reading
achievement in the U.S. and other OCED countries are modeled. Thirteen learning strategy variables
were measured on a four-point Likert scale of whether students “almost never” to “almost always” use
a particular strategy. Examples of learning strategies include: “When I study, I figure out how the text
information fits in with what happens in real life” and “When I study, I try to memorize everything that
is covered in the text” (PISA 2009 Student Questionnaire).. Fixed effects regression modeling was used
to control for country specific variation and other confounding covariates such as students' social status
and gender.

The PISA 2009 data are embargoed until December 2010. Our preliminary findings using PISA 2000
data demonstrate that girls scored higher than boys in reading, and there was no significant difference
internationally between boys and girls among the lowestr performers. After the PISA 2009 data are
released in December, we will be able to provide more explicit information about our findings.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492796_index.html
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MLA Citation:

Warren, Laura. "Learning strategies of language minority learners and their reading performance on the program for international student assessment (PISA)" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492796_index.html>

APA Citation:

Warren, L. , 2011-04-30 "Learning strategies of language minority learners and their reading performance on the program for international student assessment (PISA)" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492796_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Language minority students, on average, achieve lower scores on literacy assessments than their native
language peers. This paper examines the relationship between minority language students' reported
learning strategies in reading and their performance on the PISA reading assessment.

This paper is framed by a recent OECD report "Closing the Gap for Immigrant Students: Policies,
Practice and Performance" (OECD 2010) that explores the academic challenges of language minority
learners. The paper concludes that language barriers and socio-economic differences provide substantial
challenges to the achievement of language minority learners. However, these factors do not account
for all of the variation in scores among language minority learners and does not address how individual
students approach their learning experiences.

Using PISA 2000 and 2009 data, language minority students' learning strategies and the reading
achievement in the U.S. and other OCED countries are modeled. Thirteen learning strategy variables
were measured on a four-point Likert scale of whether students “almost never” to “almost always” use
a particular strategy. Examples of learning strategies include: “When I study, I figure out how the text
information fits in with what happens in real life” and “When I study, I try to memorize everything that
is covered in the text” (PISA 2009 Student Questionnaire).. Fixed effects regression modeling was used
to control for country specific variation and other confounding covariates such as students' social status
and gender.

The PISA 2009 data are embargoed until December 2010. Our preliminary findings using PISA 2000
data demonstrate that girls scored higher than boys in reading, and there was no significant difference
internationally between boys and girls among the lowestr performers. After the PISA 2009 data are
released in December, we will be able to provide more explicit information about our findings.


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