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Effects of Curriculum, Socioeconomic Status and Gender on L2 English Reading Acquisition for Students in Grade 1

Date: April 28,2022 |Hits: 1438 Download PDF How to cite this paper

Sunaina Shenoy1,*, Kathryn Overton2, Nisha M. Rao3

1Department of Special Education, University of New Mexico, Albuquerque, New Mexico, USA.

2Department of Political Science, University of New Mexico, Albuquerque, New Mexico, USA.

3Department of Psychology, St. Joseph’s College, Bangalore, India.

*Corresponding author: Sunaina Shenoy


This longitudinal study was targeted at (a) measuring L2 English reading acquisi-tion across the school year using progress-monitoring tools and; (b) describing the effects of independent variables on the reading growth trajectory for students across first grade. Participants included 368 students in Grade 1 (ages 6-7 years), representing low-cost, middle-cost and high-cost schools in Bangalore, India. We utilized a mixed-effects hierarchical growth model to observe growth in their reading abilities. The results suggested that curriculum had the most significant and positive effect on skills acquisition, irrespective of gender or socio-economic status. These results will shed light on the linguistic context of learning English as a second language; reading assessment and intervention practices in the Indian context; and the implications on students from low-cost schools who do not have access to adequate reading assessment and instruction.


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How to cite this paper

Effects of Curriculum, Socioeconomic Status and Gender on L2 English Reading Acquisition for Students in Grade 1

How to cite this paper:  Sunaina Shenoy, Kathryn Overton, Nisha M. Rao. (2022). Effects of Curriculum, Socioeconomic Status and Gender on L2 English Reading Acquisition for Students in Grade 1. The Educational Review, USA6(4), 133-146.

DOI: http://dx.doi.org/10.26855/er.2022.04.003

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