Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling-Reference-Cited by-同舟云学术

Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling

Published:2012-10-24 Issue:2 Volume:47 Page:323-351
ISSN:0039-8322
Container-title:TESOL Quarterly
language:en
Short-container-title:TESOL Q

Author:

Ardasheva Yuliya¹,Tretter Thomas R.¹

Affiliation:

1. University of Louisville; Louisville; Kentucky; United States

Publisher

Wiley

Subject

Linguistics and Language,Language and Linguistics,Education

Reference86 articles.

1. The No Child Left Behind Act and English language learners: Assessment and accountability issues;Abedi;Educational Researcher,2004

2. English language learners in focus: Predictors of English proficiency and academic achievement;Ardasheva;Dissertation Abstracts International: Section A,2011

3. Strategy Inventory for Language Learning-ELL Student Form: Testing for factorial validity;Ardasheva;Modern Language Journal

4. English language learners and academic achievement: Revisiting the threshold hypothesis;Ardasheva;Language Learning,2012

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