A Multiphasic Reading Screening Procedure

Pope, Jean; Lehrer, Barry E.; Stevens, James D.

doi:10.1177/002221948001300209

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…This may be particularly true for immigrant families who stand to benefit more from these resources, especially when these children are in schools with inadequate resources from the start. These results have added value when placed in the context of previous findings that children's academic performance is likely to be stable after third grade and that third-grade performance is usually a good indicator of future school performance (Kraus, 1973;Pope, Lehrer, & Stevens, 1980;Weller, Schnittjer, & Tuten, 1992). This study provides further evidence that schools can play a role in shaping children's academic trajectories from kindergarten to third grade.…”

Section: Discussionsupporting

confidence: 66%

The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

108

106

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Data from approximately 14,000 children in the Early Childhood Longitudinal Survey-Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants.

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Section: Discussionsupporting

confidence: 66%

The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

108

106

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“…Most immediately relevant is the patterning of scores from the early elementary grades into middle school and high school. In national data, test scores measured in kindergarten and 1st grade correlate .5 and above with scores at 5th and 10th grade (e.g., Pope, Lehrer, and Stevens 1980;Weller, Schnittjer, and Tuten 1992), while in the present project fall and spring subtests from 1st grade on the California Achievement Test battery on average correlate .54 with their counterpart measures nine years later.…”

mentioning

confidence: 40%

Lasting Consequences of the Summer Learning Gap

2007

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Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice.

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“…Several longitudinal studies of at least 4 years' duration have examined relations between predictive variables collected in kindergarten and subsequent reading achievement in primary school years for large samples (e.g., Feshbach et al, 1977;Pope et al, 1980;Satz, Friel, & Rudegeair, 1976;Satz & Morris, 1980;Satz, Taylor, Friel, & Fletcher, 1978). Feshbach et al (1977) examined the relations among IQ, scores from the de Hirsch-Jansky Predictive Index, and teacher ratings on the Student Rating Scales-all administered in kindergarten-and reading achievement in Grades 1, 2, and 3.…”

Section: Longitudinal Predictive Studiesmentioning

confidence: 99%

“…The cross-validation of the results across two large samples demonstrated the generalizability of the findings. Pope et al (1980) reported a correlation of .50 between the reading subtest of the Wide Range Achievement Test administered in kindergarten and reading achievement in Grade 5. Based on scores from 545 kindergarten students, 46 students were identified as having a high risk for subsequent reading difficulties and another 105 as having a low risk.…”

Section: Longitudinal Predictive Studiesmentioning

confidence: 99%

Seven-year longitudinal study of the early prediction of reading achievement.

Butler¹,

Marsh²,

Sheppard³

et al. 1985

Journal of Educational Psychology

154

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The primary purpose of the present longitudinal study was to determine how well a broad, comprehensive battery of tests administered in kindergarten predicted reading achievement in Grades 1-6. The teat variables were reduced to six predictive factors by factor analysis that, together with the child's sex and the parent's language, had multiple correlations with reading achievement of .58 (Grade 1), .65 (Grade 2), .70 (Grade 3), .66 (Grade 6), and .71 (across all reading achievement tests). Path analysis showed that characteristics measured in kindergarten directly influenced reading in early primary grades and that early reading achievement was the primary determinant of latter reading performance. The use of a two-stage testing procedure, a preliminary screening device followed by the full test battery for selected children, will substantially reduce testing time and resources, but it had almost no effect on the accuracy of predictions in the present study.

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A Multiphasic Reading Screening Procedure

Cited by 10 publications

References 8 publications

The academic trajectories of children of immigrants and their school environments.

The academic trajectories of children of immigrants and their school environments.

Lasting Consequences of the Summer Learning Gap

Seven-year longitudinal study of the early prediction of reading achievement.

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