project 3: individual attributes
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/1.jpg)
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
![Page 2: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/2.jpg)
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
![Page 3: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/3.jpg)
3Mirjam Trapman, EARLI 2009
Outline presentation
1. Literacy-related variables and reading comprehension
2. Methodology
3. Analyses and results grade 7
4. Discussion
![Page 4: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/4.jpg)
4Mirjam Trapman, EARLI 2009
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?
![Page 5: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/5.jpg)
5Mirjam Trapman, EARLI 2009
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
![Page 6: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/6.jpg)
6Mirjam Trapman, EARLI 2009
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)
![Page 7: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/7.jpg)
7Mirjam Trapman, EARLI 2009
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
![Page 8: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/8.jpg)
8Mirjam Trapman, EARLI 2009
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
![Page 9: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/9.jpg)
9Mirjam Trapman, EARLI 2009
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
![Page 10: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/10.jpg)
10Mirjam Trapman, EARLI 2009
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
![Page 11: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/11.jpg)
11Mirjam Trapman, EARLI 2009
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
-.45** -.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
![Page 12: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/12.jpg)
12Mirjam Trapman, EARLI 2009
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
![Page 13: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/13.jpg)
13Mirjam Trapman, EARLI 2009
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
![Page 14: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/14.jpg)
14Mirjam Trapman, EARLI 2009
• 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
![Page 15: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/15.jpg)
15Mirjam Trapman, EARLI 2009
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
![Page 16: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/16.jpg)
16Mirjam Trapman, EARLI 2009
Discussion
• Possible explanation
• role vocabulary and grammar?
• difference in performance between groups?
• Near future analyses
![Page 17: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/17.jpg)
17Mirjam Trapman, EARLI 2009
Thank you!
Contact information
Mirjam Trapman
0031 20 525 4427
Website SALSA project:
http://salsa.socsci.uva.nl
![Page 18: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/18.jpg)
18Mirjam Trapman, EARLI 2009
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
![Page 19: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/19.jpg)
19Mirjam Trapman, EARLI 2009
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**
2. Basic reading skills (DMT)
1 -.30* .20 .18 -.21 -.04 -.50** .25 -.13
3. Word recognition Speed
1 -.18 -.09 .32* -.13 .59** -.01 -.05
4. Grammatical knowledge
1 .66** -.31* -.13 .59** -.01 -.05
5. Receptive vocabulary 1 -.29* .40* -.15 .58** .20
6. Lexical retrieval Speed
1 -.20 .22 -.19 -.17
7. WM – listening span 1 .07 .25 .21
8. Sentence verification Speed
1 -.05 .10
9. Metacognitive knowledge
1 .04
10. Non-verbal IQ 1
![Page 20: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/20.jpg)
20Mirjam Trapman, EARLI 2009
Correlation matrix (monolinguals)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. Reading comprehension
1 .40* -.45* .31 .20 -.41* .31 -.38* .11 .25
2. Basic reading skills (DMT)
1 -.42* .35 .19 -.38* .22 -.51** .14 .21
3. Word recognition Speed
1 -.38 -.26 .42* -.35* .60** -.06 -.15
4. Grammatical knowledge
1 .33 -.09 .15 -.37* .15 -.12
5. Receptive vocabulary 1 .11 .36* -.27 .46** .00
6. Lexical retrieval Speed
1 -.27 .31 .09 -.28
7. WM – listening span 1 -.05 .15 .39*
8. Sentence verification Speed
1 -.09 -.01
9. Metacognitive knowledge
1 -.20
10. Non-verbal IQ 1
![Page 21: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/21.jpg)
21Mirjam Trapman, EARLI 2009
Correlation matrix (bilinguals)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. Reading comprehension
1 .10 .02 .78** .71** -.40* .45** -.08 .50** .45**
2. Basic reading skills (DMT)
1 -.21 .07 .13 -.05 -.23 -.49** .31 -.34
3. Word recognition Speed
1 -.08 -.03 .26 -.05 .61** .03 .05
4. Grammatical knowledge
1 .70** -.28 .39* -.12 .59** .49**
5. Receptive vocabulary 1 -.37* .40* .11 .57** .39*
6. Lexical retrieval Speed
1 -.11 .05 -.28 -.12
7. WM – listening span 1 .23 .28 .11
8. Sentence verification Speed
1 .11 .20
9. Metacognitive knowledge
1 .24
10. Non-verbal IQ 1
![Page 22: Project 3: Individual attributes](https://reader035.vdocuments.mx/reader035/viewer/2022070403/56813a28550346895da20d43/html5/thumbnails/22.jpg)
22Mirjam Trapman, EARLI 2009
Correlations with reading comprehensionTotal
(N =63)
Monolinguals(N = 31)
Bilinguals(N = 32)
Fisher Z-test
2. Basic reading skills (DMT)
.22 .40* .10 p = .23 (2-tailed)
3. Word recognition Speed
-.16 -.45* .02 p = .06
4. Grammatical knowledge .66** .31 .78** p < .01
5. Receptive vocabulary .59** .20 .71** p < .01
6. Lexical retrieval Speed
-.45** -.41* -.40** p = .96
7. WM – listening span .42** .31 .45** p = .53
8. Sentence verification Speed
-.25 -.38* -.08 p = .22
9. Metacognitive knowledge .41** .11 .50** p = .09
10. Non-verbal IQ .36** .25 .45** p = .42