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Project 3: Individual attributes

SALSA. Study into Adolescent Literacy of Students At-risk. Project 3: Individual attributes. Literacy-related individual attributes of at-risk adolescents in grades 7-9 in multilingual contexts Mirjam Trapman, Jan Hulstijn, Amos van Gelderen, Roel van Steensel. Project SALSA. Project 1

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Project 3: Individual attributes

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  1. SALSA Study into Adolescent Literacy of Students At-risk Project 3: Individual attributes Literacy-related individual attributes of at-risk adolescents in grades 7-9 in multilingual contexts Mirjam Trapman, Jan Hulstijn, Amos van Gelderen, Roel van Steensel EARLI 2009, Amsterdam Mirjam Trapman (ACLC – UvA) http://salsa.socsci.uva.nl

  2. Project SALSA Project 1 Literacy context in school De Milliano Project 3 Literacy-related skills Project 4 Reading and writing Development Van Steensel Project 2 Literacy context outside school Van Kruistum Mirjam Trapman, EARLI 2009

  3. Outline presentation • Literacy-related variables and reading comprehension • Methodology • Analyses and results grade 7 • Discussion Mirjam Trapman, EARLI 2009

  4. Individual attributes Research questions • What are the literacy-related individual variables associated with reading comprehension of both monolingual and bilingual at-risk adolescents? • What is the role of low order literacy skills in reading comprehension of at-risk adolescents? Mirjam Trapman, EARLI 2009

  5. Decoding skills and reading comprehension • Role of decoding skills diminishes over time • Correlations between both skills is higher for beginning readers than for older children (a.o. Aarnoutse & Van Leeuwe 1988) • Role of higher order skills increases • Hypotheses for our population – two possibilities 1.There is no correlation – after elementary school 2. There is a correlation – participants lag behind • Hypotheses tested for two groups of participants Monolingual and bilingual at-risk adolescents Mirjam Trapman, EARLI 2009

  6. Sample • Lower tracks of prevocational secondary education (vmbo): basic and middle management program • 30% lowest end of CITO End of Primary School Test • Grade 7 • N = 63 • Monolingual (N = 32) and bilingual students (N = 31) • Maroccan (n = 10), Turkish (n = 9), Antillean (n = 4), Surinamese (n = 4), Capeverdian (n = 3), Chinese (n = 1) Mirjam Trapman, EARLI 2009

  7. Included variables Speed of word recognition Basic reading skills - wpm Receptive vocabulary Nonverbal IQ Speed of lexical retrieval Reading comprehension Grammatical knowledge Speed of sentence verification Metacognitive knowledge WM / Sentence span Mirjam Trapman, EARLI 2009

  8. Reading comprehension SALSA Literacy test – Text comprehension • 9 texts, 65 items • 3 types of texts • Narrative, expository, instructive • 3 types of items • Retrieving, interpreting, reflecting • Cronbach’s alpha: .80 Mirjam Trapman, EARLI 2009

  9. Independent variables low high Mirjam Trapman, EARLI 2009

  10. Correlations with reading comprehension Mirjam Trapman, EARLI 2009

  11. Correlations with reading comprehension Mirjam Trapman, EARLI 2009

  12. Multiple regression analysis Model 1: basic reading skills and speed of word recognition Model 2: + grammatical knowledge Model 3: + receptive vocabulary and lexical retrieval Model 4: + speed of sentence verification and sentence span Model 5: + metacognitive knowledge Model 6: + nonverbal IQ Mirjam Trapman, EARLI 2009

  13. Multiple regression analysis Model 1: basic reading skills and speed of word recognition Model 2: + grammatical knowledge Model 3: + receptive vocabulary and lexical retrieval Model 4: + speed of sentence verification and sentence span Model 5: + metacognitive knowledge Model 6: + nonverbal IQ Mirjam Trapman, EARLI 2009

  14. Difference between monolinguals and bilinguals • Total amount of explained variance - 48% for the monolingual group - 72% for the bilingual group • Role of grammar significant contribution for the bilingual group, but not for the monolingal group, once decoding skill is in the model already • Role of decoding skills significant contribution for the monolingual group, but not for the bilingual group Mirjam Trapman, EARLI 2009

  15. Back to the questions • What are the literacy-related individual variables associated with reading comprehension of both monolingual and bilingual at-risk adolescents? • Monolinguals: decoding skills • Bilinguals: grammar • What is the role of low-order literacy skills in reading comprehension of at-risk adolescents? • Monolinguals: significant contribution • Bilinguals: no significant contribution Mirjam Trapman, EARLI 2009

  16. Discussion • Possible explanation • role vocabulary and grammar? • difference in performance between groups? • Near future analyses Mirjam Trapman, EARLI 2009

  17. Thank you! Contact information Mirjam Trapman M.J.W.Trapman@uva.nl 0031 20 525 4427 Website SALSA project: http://salsa.socsci.uva.nl Mirjam Trapman, EARLI 2009

  18. Results - Descriptives – grade 7 Mirjam Trapman, EARLI 2009

  19. Correlation matrix (N = 63) Mirjam Trapman, EARLI 2009

  20. Correlation matrix (monolinguals) Mirjam Trapman, EARLI 2009

  21. Correlation matrix (bilinguals) Mirjam Trapman, EARLI 2009

  22. Correlations with reading comprehension Mirjam Trapman, EARLI 2009

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