project 3: individual attributes

EARLI 2009, AmsterdamMirjam Trapman (ACLC – UvA)

http://salsa.socsci.uva.nl

Project 3: Individual attributesLiteracy-related individual attributes of at-risk adolescents in grades 7-9 in

multilingual contextsMirjam Trapman, Jan Hulstijn, Amos van Gelderen, Roel van Steensel

Study into Adolescent Literacy of Students At-risk

SALSA

2Mirjam Trapman, EARLI 2009

Project SALSA

Project 4Reading and writing

DevelopmentVan Steensel

Project 1Literacy context

in schoolDe Milliano

Project 2Literacy context outside schoolVan Kruistum

Project 3Literacy-related

skills


Outline presentation

1. Literacy-related variables and reading comprehension

2. Methodology

3. Analyses and results grade 7

4. Discussion


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?


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


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)


Reading comprehension

Basic reading

skills - wpm

Speed of word recognition Receptive

vocabulary

Speed of lexical

retrieval

Nonverbal IQ

Grammatical knowledge

WM / Sentence span

Metacognitive knowledge

Speed of sentence

verification

Included variables


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

Reading comprehension


Decoding speed

(excl. meaning)

1. Basic reading skills (wpm)

2. Word recognition

Speed

Grammatical form 3. Grammatical knowledge

Lexical knowledge4. Receptive vocabulary

(incl. meaning) 5. Lexical-retrieval

Speed

6. Working Memory – listening span

Meaning on sentence level 7. Sentence verification

Speed

High order skills 8. Metacognitive knowledge

9. Non-verbal IQ

low

high

Independent variables


Total (N =63) Monolinguals (N = 31) Bilinguals (N = 32)

1. Basic reading skills (DMT)

.22 .40* .10

2. Word recognition Speed

-.16 -.45* .02

3. Grammatical knowledge

.66** .31 .78**

4. Receptive vocabulary .59** .20 .71**

5. Lexical retrieval Speed

-.47** -.33 -.43*

6. WM – listening span .42** .31 .45**

7. Sentence verification Speed

-.25 -.38* -.08

8. Metacognitive knowledge

.41** .11 .50**

9. Non-verbal IQ .36** .25 .45**

Correlations with reading comprehension


Total (N =63)

Monolinguals (N = 31)

Bilinguals (N = 32)


.22 .40* .10


-.16 -.45* .02


.66** .31 .78**

4. Receptive vocabulary .59** .20 .71**


-.45** -.33 -.43*

6. WM – listening span .42** .31 .45**


-.25 -.38* -.08


.41** .11 .50**

9. Non-verbal IQ .36** .25 .45**

Correlations with reading comprehension


Monolinguals Bilinguals

Model R2 R2 change Sig F change R2 R2 change Sig F change

1 .26 .26 .03 .01 .01 .86

2 .26 .01 .71 .62 .61 .00

3 .36 .10 .23 .66 .04 .29

4 .48 .12 .14 .70 .04 .31

5 .48 .01 .68 .70 .00 .99

6 .48 .00 .84 .72 .02 .34

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

Multiple regression analysis


• 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

Difference between monolinguals and bilinguals


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

Back to the questions


Discussion

• Possible explanation

• role vocabulary and grammar?

• difference in performance between groups?

• Near future analyses


Thank you!

Contact information

Mirjam Trapman

[email protected]

0031 20 525 4427

Website SALSA project:

http://salsa.socsci.uva.nl


Results - Descriptives – grade 7

Total Monolingual Bilingual Differences

Reading comprehension 41 (8) 43 (6) 38 (9) p = .03

Basic reading skills (DMT)

81 (14) 82 (13) 79 (16) p = .50

Word recognition speed

825 ms (129) 828 ms (137) 822 ms (122) p = .87

Grammatical knowledge 34 (6) 36 (4) 31 (6) p < .001

Receptive vocabulary 50 (9) 54 (7) 46 (9) p < .001

Lexical retrieval speed

1871 ms (344) 1775 ms (314) 1971 ms (349) p = .02

WM – listening span 4.4 (2.0) 4.7 (1.7) 4.2 (2.3) p = .33

Sentence verification speed

4358 ms (746) 4213 ms (769) 4506 ms (704) p = .12

Metacognitive knowledge 28 (4) 29 (4) 26 (4) p = .01

Non-verbal IQ 37 (3) 37 (3) 37 (4) p = .88


Correlation matrix (N = 63)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. Reading comprehension

1 .22 -.16 .66** .59** -.45** .42** -.25 .41** .36**


1 -.30* .20 .18 -.21 -.04 -.50** .25 -.13


1 -.18 -.09 .32* -.13 .59** -.01 -.05


1 .66** -.31* -.13 .59** -.01 -.05

5. Receptive vocabulary 1 -.29* .40* -.15 .58** .20


1 -.20 .22 -.19 -.17

7. WM – listening span 1 .07 .25 .21


1 -.05 .10


1 .04

10. Non-verbal IQ 1


Correlation matrix (monolinguals)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.


1 .40* -.45* .31 .20 -.41* .31 -.38* .11 .25


1 -.42* .35 .19 -.38* .22 -.51** .14 .21


1 -.38 -.26 .42* -.35* .60** -.06 -.15


1 .33 -.09 .15 -.37* .15 -.12

5. Receptive vocabulary 1 .11 .36* -.27 .46** .00


1 -.27 .31 .09 -.28

7. WM – listening span 1 -.05 .15 .39*


1 -.09 -.01


1 -.20

10. Non-verbal IQ 1


Correlation matrix (bilinguals)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.


1 .10 .02 .78** .71** -.40* .45** -.08 .50** .45**


1 -.21 .07 .13 -.05 -.23 -.49** .31 -.34


1 -.08 -.03 .26 -.05 .61** .03 .05


1 .70** -.28 .39* -.12 .59** .49**

5. Receptive vocabulary 1 -.37* .40* .11 .57** .39*


1 -.11 .05 -.28 -.12

7. WM – listening span 1 .23 .28 .11


1 .11 .20


1 .24

10. Non-verbal IQ 1


Correlations with reading comprehensionTotal

(N =63)

Monolinguals(N = 31)

Bilinguals(N = 32)

Fisher Z-test


.22 .40* .10 p = .23 (2-tailed)


-.16 -.45* .02 p = .06

4. Grammatical knowledge .66** .31 .78** p < .01

5. Receptive vocabulary .59** .20 .71** p < .01


-.45** -.41* -.40** p = .96

7. WM – listening span .42** .31 .45** p = .53


-.25 -.38* -.08 p = .22

9. Metacognitive knowledge .41** .11 .50** p = .09

10. Non-verbal IQ .36** .25 .45** p = .42

project 3: individual attributes

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