| Reading fluency is one of the most critical academic skills for all students to attain. However, not all students become proficient readers by the time they leave elementary school. Hispanic students are one of the most likely populations to attain low reading levels. Researchers have pointed out different variables that appear to explain why Hispanic students do not achieve academically However, there is limited research available on the effects of multiple variables on the English reading achievement of Spanish-speaking, first-grade, limited-English-proficient students.;This study investigated the effects of eight variables on the English reading achievement of 68 Spanish-speaking, first-grade, limited-English-proficient students: intelligence level, oral language skills, initial early-literacy skills, initial reading skills, the teacher's reading instruction method, familial income level, parental educational attainment, and parental occupational status. Subjects were attained from two locations in the midwest. All subjects received Phase 1 testing in November, while Phase 2 testing of their English reading achievement was conducted in May.;Results demonstrated that educational variables accounted for 64% of the variance in predicting the English reading achievement of Spanish-speaking, first-grade, limited-English-proficient students. Familial variables accounted for 30% of the variance; while student variables accounted for 35% of the variance. Thus, educational variables were the most important variables in predicting later English reading achievement amongst Spanish-speaking, first-grade, limited-English-proficient students. |
