Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten Through Third Grade

Foster, Wayne A.; Miller, M. David

doi:10.1044/0161-1461(2007/018)

Cited by 62 publications

(50 citation statements)

References 30 publications

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“…That is, a potential way to reduce science achievement gaps may be by implementing policies providing children at risk with greater opportunities to learn about the natural and social sciences prior to or immediately following school entry, including by providing their parents with training in how to more effectively increase the children's readiness for schooling and/or through programs and policies that provide the children with greater access to informal learning opportunities, as often provided through high-quality child care and preschool. Substantial attention has already been focused on the need for such early childhood programs (e.g., Head Start, Early Reading First) to address emergent literacy and numeracy gaps during this early time period, as these gaps have been repeatedly established as highly predictive of later reading and mathematics achievement gaps (e.g., Chatterji, 2006;Downey, von Hippel, & Broh, 2004;Foster & Miller, 2007;Jordan, Kaplan, Ramineni, & Locuniak, 2009). Yet little attention has been given to the need to also address science achievement gaps during the preschool or early-elementary time periods (Tate et al, 2012).…”

Section: Study's Contributions and Implicationsmentioning

confidence: 99%

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Morgan

Farkas

Hillemeier³

et al. 2016

Educational Researcher

390

240

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We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study’s many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.

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Section: Study's Contributions and Implicationsmentioning

confidence: 99%

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Morgan

Farkas

Hillemeier³

et al. 2016

Educational Researcher

390

240

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“…Social and racial differences can impact children's language and literacy skills [35][36][37][38]. Low-income African children had less developed emergent literacy skills relative to their white peers [38].…”

Section: Introductionmentioning

confidence: 99%

Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics

Kim

Byington

2016

Child Development Research

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The current study investigated the influence of the community-based family literacy program on parent's and children's engagement in family reading practices and language/literacy activities at home. Parent's and children's engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents' and child's engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.

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“…It has also been found that students' initial reading skills predict their achievement as they progress in their elementary school years. Students who begin their primary education with stronger reading skills remain ahead of their peers who start with weaker skills (Cunningham & Stanovich, 1997;Denton, West, & Walston, 2003;Foster & Miller, 2007;Stanovich, 1986;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 2001). Additionally, older students, compared to younger ones, are more likely to perform better on reading tests in early grades (Stipek & Byler, 2001;West, Denton, & Germino-Hausken, 2000;Zill & West, 2001).…”

Section: Introductionmentioning

confidence: 99%

Recess and Reading Achievement of Early Childhood Students in Public Schools

Dagli

2012

EPAA

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Abstract:In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students' gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize --just to be a child. Keywords: recess; reading achievement; kindergarten. Recreo y Aprendizaje de la Lectura en Estudiantes de Preescolar en Escuelas PúblicaResumen: En los últimos años, las escuelas han tendido a eliminar período de recreo y dedicar más tiempo a la instrucción con el fin de incrementar el rendimiento académico. Utilizando una muestra representativa a nivel nacional, este estudio examinó los puntajes de lectura de estudiantes que experimentaron números diferentes de días de receso en una semana, cantidad y duración de los aape epaa Education Policy Analysis Archives Vol. 20 No. 10 2 recesos por día. Fueron controladas las variables de género, raza, situación socioeconómica de las familia, los niveles de lectura inicial, y la edad de los estudiantes. Los resultados no mostraron efectos significativos principal de recreo, sin embargo, los estudiantes que fueron expuestos a un período de receso 16 a 30 minutos tendían a obtener mejores resultados. Un efecto de interacción de la raza y la duración del recreo se ha encontrado. Se concluyó que el recreo no tiene un efecto significativo sobre el rendimiento en lectura. En otras palabras, no mejorar o perjudicar el rendimiento académico, pero ofrece una oportunidad a los niños a ser físicamente activos, jugar y socializar -sólo para ser niños. Palabras clave: recreo; rendimiento en lectura, jardín de infantes. Recesso e Aprendizagem da Leitura em Alunos da Pré-escola nas Escolas PúblicasResumo: Nos últimos anos, as escolas tendem a eliminar período de recesso e passar mais tempo na instrução para aumentar o desempenho acadêmico. Usando uma mostra nacionalmente representativa, este estudo analisou as notas de leitura de estudantes que experimentaram diferentes números de dias de intervalo em uma semana, número e duração das interrupções por dia. Variáveis foram controladas para sexo, raça, status socioeconômico da família, os níveis de leitura inicial, e a idade dos alunos. Os resultados não mostraram efeito significativo de recreação, no entanto, os estudantes que foram expostos a um recesso 16 a 30 minutos tenderam a ter um melhor desempenho. Um ef...

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Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten Through Third Grade

Cited by 62 publications

References 30 publications

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics

Recess and Reading Achievement of Early Childhood Students in Public Schools

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