Reading and School Completion: Critical Connections and Matthew Effects

Reschly, Amy L.

doi:10.1080/10573560903397023

Cited by 61 publications

(42 citation statements)

References 59 publications

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“…Although not enough participants were available to accomplish this in the present study, it would be valuable to examine students by grade level retained to determine whether those students retained in earlier grades had lower scores on basic reading compared to those who were retained in later grades. These results are consistent with previous assertions that students who have difficulty in the area of reading and are identified as requiring special education are likely to have been retained at some point (Reschly 2010). It may be the case that those students who are retained in later elementary grades have likely mastered the early literacy and basic pre-reading skills required to advance but experience difficulty transitioning from learning to read, to the skills of reading to learn.…”

Section: Discussionsupporting

confidence: 92%

“…Most often, students are retained in the early grades due to failure to meet grade level expectations in reading (MansetWilliamson et al 2002;Reschly 2010). Difficulty with reading also is one of the primary reasons that students are referred for special education evaluation.…”

Section: Retention and Readingmentioning

confidence: 98%

“…Difficulty with reading also is one of the primary reasons that students are referred for special education evaluation. In fact, it is estimated that as many as 80 % of students identified as having a learning disability in our nation's schools receive services for a reading disability (Reschly 2010). Typically, many of these students are retained in grade level at some point during their school careers prior to being identified as eligible for special education (Reschly 2010).…”

Section: Retention and Readingmentioning

confidence: 99%

“…In fact, it is estimated that as many as 80 % of students identified as having a learning disability in our nation's schools receive services for a reading disability (Reschly 2010). Typically, many of these students are retained in grade level at some point during their school careers prior to being identified as eligible for special education (Reschly 2010). The decision to retain or refer a student because of a reading problem reflects the interaction of the student's skills and the characteristics of the classroom environment.…”

Section: Retention and Readingmentioning

confidence: 99%

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Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students

Keller‐Margulis

Gischlar

2014

Contemp School Psychol

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Research indicates that the practice of gradelevel retention may have negative effects on students; nevertheless it is often used in practice for students who fail to meet academic standards. In contrast to retention, response to intervention (RtI) is a sound practice that is based on a preventive framework and utilizes differentiated instruction and progress monitoring to meet student needs. The present study examined a sample of students from a district where RtI implementation was being scaled-up, but retention also occurred. Academic assessment data for those students identified as having specific learning disabilities in the area of reading were examined to determine whether there were differences between students who were retained prior to referral and their nonretained peers. Results indicated that the retained students performed significantly worse on the reading comprehension and math domains of the standardized academic tests and had fewer progress monitoring data points collected prior to referral for evaluation. The results suggested that retention may have offered little academic skills benefit and, perhaps, even a delay in the time to eligibility for special education. The implications for the impact of retention on academic skills are discussed and future directions for research are presented.

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Section: Discussionsupporting

confidence: 92%

Section: Retention and Readingmentioning

confidence: 98%

Section: Retention and Readingmentioning

confidence: 99%

Section: Retention and Readingmentioning

confidence: 99%

See 2 more Smart Citations

Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students

Keller‐Margulis

Gischlar

2014

Contemp School Psychol

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“…Social science research from each of these traditions has consistently linked dropping out of high school to academic failure and school disengagement that has occurred not only in high school but also in prior scholastic environments. This research demonstrated that school performance during elementary and middle school predicted later academic performance, which was also predictive of high-school graduation (Bowers, 2010;Bridgeland, Dilulio, & Morison, 2006;Englund et al, 2008;Garnier, Stein, & Jacobs, 1997;Hirschfield & Gasper, 2011;Reschly, 2010;Swanson, 2004). …”

mentioning

confidence: 99%

Nonacademic Factors Associated with Dropping Out of High School: Adolescent Problem Behaviors

Hawkins

Jaccard

Needle

2013

Journal of the Society for Social Work and Research

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This study uses a social capital and collective socialization lens to examine nonacademic factors in middle school that predict students' failure to complete high school, and focuses on youth who engage in adolescent problem behaviors of smoking cigarettes, sexual intercourse, delinquency, marijuana use, and alcohol use. Our area of interest was the extent to which these variables were predictive of dropping out of high school measured 6 years later and beyond the traditional variables of school performance and school engagement, which are the target of many dropout prevention programs. Analyses use data from the National Longitudinal Study of Adolescent Health to follow a nationally representative sample of children from middle school through the end of the high-school years. Results indicate that engaging in regular smoking and sexual activity during middle-school years predict high-school dropout independent of school performance during middle school. Acts of delinquency during middle school in the context of poverty (i.e., mothers' receipt of welfare was proxy for poverty) are also predictive of high-school dropout. These findings suggest the importance of factors that reach beyond school performance and school engagement as possible targets for dropout prevention programs.

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Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

Reschly¹,

Christenson

2012

Handbook of Research on Student Engagement

638

454

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Reading and School Completion: Critical Connections and Matthew Effects

Cited by 61 publications

References 59 publications

Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students

Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students

Nonacademic Factors Associated with Dropping Out of High School: Adolescent Problem Behaviors

Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

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