Hispanic Students’ Reading Situations and Problems

Sanchez, Kathryn; Bledsoe, Luellen M.; Sumabat, Carmela; Ye, Renmin

doi:10.1177/1538192703259531

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…This is problematic because at least one such variable (i.e., poor attention) has already been identified as accounting for most of the association between academic underachievement and behavior problems (Maguin & Loeber, 1996). Factors such as gender, race/ethnicity, and social class also act as consistent predictors of differences in reading and behavior (e.g., Feil et al, 2005; Kaplan & Walpole, 2005; Landgren, Kjellman, & Gillberg, 2003; Lepola, 2004; Riordan, 2002; Sanchez, Bledsoe, Sumabat, & Ye, 2004), and thus should be statistically controlled as confounds. Relatively few studies are longitudinal.…”

Section: Methodological and Substantive Limitations Of The Modeling Lmentioning

confidence: 99%

Are Reading and Behavior Problems Risk Factors for Each Other?

et al. 2008

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We investigated two questions. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? We explored both questions by using multi-level logistic regression modeling to analyze data from the Early Childhood Longitudinal Study—Kindergarten Class (ECLS-K). After statistically controlling for a wide-range of potential confounds, we found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. We did not observe a statistically significant effect for interpersonal skills. We also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. We did not observe such an effect for self-control, interpersonal, externalizing behavior problems, or internalizing behavior problems in first grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.

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Section: Methodological and Substantive Limitations Of The Modeling Lmentioning

confidence: 99%

Are Reading and Behavior Problems Risk Factors for Each Other?

et al. 2008

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“…McCoach et al (2006) recently reported that children from low-income families scored, on average, 6.2 point lower on a measure of reading proficiency than children from high-income families across their first two years of school. Racial and ethnic differences are also evident in the growth of children’s reading skills (e.g., Landgren, Kjellman, & Gillberg, 2003; Sanchez, Bledsoe, Sumabat, & Ye, 2004), although, for some children, differences in the quality of education may at least partially explain these achievement discrepancies (e.g., Beron & Farkas 2004; Fryer & Levitt, 2004; Manly, Jacobs, Touradji, Small, & Stern, 2002). Gender also appears to moderate the effect of early reading struggles on children’s reading motivation and skill (e.g., Lepola, 2004; Riordan, 2002).…”

Section: Methodsmentioning

confidence: 99%

Matthew Effects for Whom?

Morgan

Farkas

Hibel

2008

Learning Disability Quarterly

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Which children are most at risk of experiencing a Matthew effect in reading? We investigated this question using population-based methodology. First, we identified children entering kindergarten on socio-demographic factors (i.e., gender, race/ethnicity, and socioeconomic status) well known to index the relative risks and resources available to them as beginning readers. Second, we fitted growth curve models to the kindergarten—3rd grade reading scores of these children as they participated in the Early Childhood Longitudinal Study–Kindergarten Class (ECLS-K) study. Third, we compared the children’s relative reading achievement (as measured in standard deviation units from the sample’s overall mean across the study’s time points) of those children most and least at risk for learning disabilities. We found that those population subgroups most at risk for learning disabilities fall further behind typical readers over time. By contrast, those least at risk for learning disabilities do not move further ahead. We conclude that a one-sided Matthew effect exists and, moreover, it exists for those children at greatest risk for learning disabilities.

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“…Autoregressors constitute strongly confounding factors (Hulslander, Olson, Willcutt, & Wadsworth, 2010). Additional risk factors, such as a child’s gender or the family’s socio-economic status (SES), have not typically been accounted for, despite also being well established as confounds (Feil et al, 2005; Kaplan & Walpole, 2005; Landgren, Kjellman, & Gillberg, 2003; Lepola, 2004; Sanchez, Bledsoe, Sumabat, & Ye, 2004). Only a few studies have been longitudinal (McGee, Williams, Share, Anderson, & Silvia, 1986; Morgan et al, 2008).…”

mentioning

confidence: 99%

Do Poor Readers Feel Angry, Sad, and Unpopular?

Morgan

Farkas

2012

Scientific Studies of Reading

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We investigated whether being poorly skilled in reading contributes to children’s self-reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal sub-sample of children (N=2,751) participating in the Early Childhood Longitudinal Study—Kindergarten Cohort. Multi-level logistic regression analyses indicated that poor readers in 3rd grade were more likely to consider themselves as angry, distractible, sad, lonely, and unpopular in 5th grade than those who had not been poor readers in 3rd grade. About 20% of 3rd grade poor readers reported feeling angry and unpopular in 5th grade. Being poorly skilled in mathematics increased children’s risk of feeling sad or lonely, but not of feeling angry, distractible, or unpopular. The results provide additional empirical evidence that reading failure contributes to generalized socio-emotional maladjustment in young children.

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Hispanic Students’ Reading Situations and Problems

Cited by 6 publications

References 8 publications

Are Reading and Behavior Problems Risk Factors for Each Other?

Are Reading and Behavior Problems Risk Factors for Each Other?

Matthew Effects for Whom?

Do Poor Readers Feel Angry, Sad, and Unpopular?

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