A study of immigrant English language educational risk factors and reading performance at Best Elementary School
English Language Learner (ELL) immigrant students at Best Elementary School (BES) are underperforming in reading as measured by state mandated tests. The purpose of this study was to identify the risk factors that most affect BES immigrant English language learners' ability to read in English. Correlational research was utilized in this study to evaluate the relationships among demographic information, English reading performance and literature-based risk factors associated with 95 BES Immigrant English Learner students.
The findings from this study revealed that students who went to school in their home country, older students, and those who learned to read in another country had higher scores on the Arizona Instrument to Measure Standards (AIMS) in Reading, Writing, and Math.