Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?

Bowman‐Perrott, Lisa; Herrera, Socorro; Murry, Kevin

doi:10.1080/10573560903397064

Cited by 19 publications

(14 citation statements)

References 33 publications

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“…The decision to repeat is generally related to the student characteristics, such as low academic performance [32, 33], even at the beginning of primary education [34], and is usually related with gender and areas like reading and mathematics [35, 36]. It is also related with immigrant conditions.…”

Section: Introductionmentioning

confidence: 99%

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status

González-Betancor

López-Puig

2016

PLoS ONE

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Grade retention is still common practice in some countries though longstanding experience tells us that it is a highly criticised practice for its unclear benefits, its important costs for the educational systems and its relation with school dropout. Therefore, the aim of the present study is to analyse which variables increase the probability of being retained in primary education differentiating between being retained in second or in fourth grade, and paying special attention to the role of the socioeconomic status of the families. By knowing which analysed variables are related to grade retention, and how, we may offer some suggestions to reduce it. We use a national dataset with more observations for Spain than any other international ones, called ‘Evaluación General de Diagnóstico’, conducted in Spain in 2009 with the participation of 28708 students of fourth grade of primary education from 874 schools, considered to be representative for every Spanish autonomous region. This assessment focused on four competences and includes information about the learning context collected through questionnaires for students, families, school management and teachers. Estimating different multilevel random-intercept logistic regressions we obtain the following three main findings: 1) the existence of a ‘quarter of birth’ effect, that nearly doubles the probability of grade retention in second grade of primary –compared to the probability of grade retention in fourth grade–, for the youngest students of their same age cohort (OR = 1.93 vs. OR = 1.53, both p<0.001); 2) that the mothers’ education level influences more than the fathers’ one –especially in second grade (OR = 0.20 vs. OR = 0.45, both p<0.001)–; and 3) that having an unemployed father increases the probability of grade retention much more than having an unemployed mother –especially in second grade (OR = 1.48, p<0.005 vs. OR = 1.18, p>0.05)–.

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Section: Introductionmentioning

confidence: 99%

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status

González-Betancor

López-Puig

2016

PLoS ONE

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“…Poor reading skills often lead to grade retention (Bowman-Perrott, Herrera, & Murry, 2010;Jimerson & Kaufman, 2003), which adds the costs of a full year of education. Supplemental remedial reading programs for struggling readers are also costly (e.g., Every Child a Chance Trust, 2009;Hollands et al, 2013;Rouse & Krueger, 2004;Simon, 2011).…”

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confidence: 99%

Cost-Effectiveness Analysis of Early Reading Programs: A Demonstration With Recommendations for Future Research

Hollands

Kieffer

Shand

et al. 2015

Journal of Research on Educational Effectiveness

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“…ELLs face compounding challenges when it comes to learning academic material. Not only do they encounter the challenge of learning the material and skills like all other children, but they must also learn the language in which the material is being presented (Bowman-Perrott, Socorro, & Murry, 2010). Additionally, many ELLs lack academic support outside of school since many of their family members have limited English proficiency (Fix, Passel, & De Velasco, 2004).…”

Section: Characteristics Of and Challenges Facing Ellsmentioning

confidence: 99%

Evaluating the Impact of Headsprout on the Reading Achievement of English Language Learners

Morena¹

2011

PsycEXTRA Dataset

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As the number of English Language Learners (ELLs) in American schools increases so does the need for effective reading interventions for this at-risk population. However, the research in this area is very limited. As such, this study examined the impact of the Headsprout Early Reading program on the reading achievement of kindergarten, first, and second grade ELLs. The Headsprout Early Reading program is a research based program that is computer delivered and appropriate for students who read below a second grade level. Twenty-nine ELLs were assigned to either the control group or the Headsprout Early Reading program treatment group. Results indicated no difference between the treatment group and the control group on three measures of reading achievement. iv ACKNOWLEDGEMENTS

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Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?

Cited by 19 publications

References 33 publications

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status

Cost-Effectiveness Analysis of Early Reading Programs: A Demonstration With Recommendations for Future Research

Evaluating the Impact of Headsprout on the Reading Achievement of English Language Learners

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