Perceptions and Patterns of Reading Strategy Use as Related to Reading Achievement and Learning Contexts of U.S. Hispanic English Learners




Mayville, Melissa Tovar

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In this quantitative secondary analysis of PISA 2009 data, patterns and perceptions of reading strategy use of U.S. Hispanic EL students and how these related to reading achievement scores and learning contexts was investigated. Results of the analysis indicated that U.S. Hispanic ELs cluster into three groups based on reading strategy use frequency and students’ understanding of the value of metacognitive reading strategies. There were significant differences in reading achievement scores between the group that accurately perceived the value of metacognitive strategies and the other two groups. Specifically, students who understood the usefulness of metacognitive reading strategies obtained scores within the PISA level considered to be successful readers, and those who did not understand the value of metacognitive strategies obtained scores within the PISA level considered baseline proficient readers. With regard to learning contexts, findings indicated that positive learning contexts that included student-teacher relationship, teacher expectations and supportive learning practices functionally discriminated between the lowest performing group and the other groups. Additionally, positive student-teacher relationship was predictive of cluster membership in the highest performing group as compared with the lowest performing group. The importance of understanding the value of metacognitive reading strategies and supportive instruction implicate the need for a dedicated source of adolescent literacy funding that is focused on building educator capacity concentrated on culturally responsive reading instruction for adolescent Hispanic ELs.



Education, Reading instruction, Public policy, Culturally responsive, English language learners, Learning contexts, Metacognitive, Policy, Strategy use