Abstract
• Latent profile analysis shows mixed support for Berry's acculturation orientations revealing an indifferent profile. • Integrated acculturation profile shows lower reading competence than non-immigrant students in Grade 9. • Separated acculturation profile shows lowest reading competence in Grade 9. • Reading competence development beyond Grade 9 follows compensation rather than Matthew effect. This longitudinal correlational study investigates immigrant students' reading competence development as a function of acculturation profile. The study draws on data from N = 15,239 students in secondary school whose reading competence was assessed at three time points starting in Grade 9. Including four distinct acculturation profiles in latent growth curve modeling revealed no difference between immigrant students with assimilated profile and non-immigrant students, while immigrant students with integrated, separated, or indifferent profile displayed lower reading competence and only that of students with a separated profile showed to develop more strongly. Our results suggest differential development of reading competence depending on acculturation orientation in and beyond school, with assimilation showing the most favorable development analogous to that of non-immigrant students.
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