Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Cooper, Brittany Rhoades; Moore, Julia E.; Powers, Courtney; Cleveland, Michael J.; Greenberg, Mark T.

doi:10.1080/10409289.2014.932236

Cited by 55 publications

(33 citation statements)

References 72 publications

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“…Children who demonstrated greater vocabulary skills in preschool were less likely to be at risk for retention in 6th grade, even after taking into account their exposure to subsequent environmental risk. This finding extends literature documenting the benefits of early reading/literacy achievement in two ways (e.g., Cooper et al, 2014; La Paro & Pianta, 2000). First, beyond linking risk to measures of achievement alone (as in Cooper et al, 2014), we found early vocabulary skills are significantly associated with decreases in students’ later risk for retention, a construct that includes reading and math achievement as well as student attendance and course grades.…”

Section: Discussionsupporting

confidence: 86%

“…This finding extends literature documenting the benefits of early reading/literacy achievement in two ways (e.g., Cooper et al, 2014; La Paro & Pianta, 2000). First, beyond linking risk to measures of achievement alone (as in Cooper et al, 2014), we found early vocabulary skills are significantly associated with decreases in students’ later risk for retention, a construct that includes reading and math achievement as well as student attendance and course grades. And second, we found the association remained above and beyond the cumulative risky environments children were exposed to from preschool through 5th grade.…”

Section: Discussionsupporting

confidence: 86%

See 1 more Smart Citation

The Roles of School Readiness and Poverty-Related Risk for 6th Grade Outcomes

Pressler¹,

Raver²,

Friedman-Krauss³

et al. 2016

JEDP

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Low-income students are at increased risk for grade retention and suspension, which dampens their chances of high school graduation, college attendance, and future success. Drawing from a sample of 357 children and their families who participated in the Chicago School Readiness Project, we examine whether greater exposure to cumulative poverty-related risk from preschool through 5th grade is associated with greater risk of student retention and suspension in 6th grade. Logistic regression results indicate that exposure to higher levels of cumulative risk across the elementary school years is associated with students’ increased risk of retention in 6th grade, even after controlling for child school readiness skills and other covariates. Importantly, findings of the association between average cumulative risk exposure and student suspension are more complex; the role of poverty-related risk is reduced to non-significance once early indicators of child school readiness and other covariates are included in regression models. While, children’s early externalizing behavior prior to kindergarten places children at greater risk of suspension 7 years later, children’s higher levels of internalizing behaviors and early math skills are associated with significantly decreased risk of suspension in the 6th grade. Together, findings from the study suggest the complex ways that both early school readiness and subsequent exposure to poverty-related risk may both serve as compelling predictors of children’s likelihood of “staying on track” academically in the 6th grade.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 86%

The Roles of School Readiness and Poverty-Related Risk for 6th Grade Outcomes

Pressler¹,

Raver²,

Friedman-Krauss³

et al. 2016

JEDP

View full text Add to dashboard Cite

show abstract

“…Furthermore, beyond the main effects of personal and social skills on later academic achievement, there is evidence that personal and social skills interact with cognitive skills to predict later achievement. For example, Cooper et al (2014) found that among children with low reading skills in kindergarten, those with higher social skills were more likely to have higher reading scores in fifth grade compared to those with lower social skills. Studies that classified children into different school readiness profiles based on the possession of certain cognitive and social skills found that school readiness skills interacted in distinct patterns to predict divergent achievement outcomes (Hair et al, 2006;Halle et al, 2012).…”

Section: School Readiness and Academic Trajectoriesmentioning

confidence: 99%

School Readiness Profiles and Growth in Academic Achievement

et al. 2019

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The purpose of this research was to identify the presence of different school readiness profiles and to determine whether profiles could differentially predict academic growth. The Early Childhood Longitudinal Study: 2010-11 (ECLS-K: 2011) public data set was used, and participants were 14,954 first-time kindergarteners. The age of entering kindergarten ranged from 44.81 to 87.98 months with a mean of 76.13 months. In Study 1, a six-dimensional construct of school readiness was used: health, self-regulation, social and emotional development, language development, cognitive development, and approaches to learning. Results revealed 41 profiles with the top six school readiness profiles covering 85% of the sample: (1) Positive Development (28%); (2) Comprehensive At-Risk (24%); (3) Personal and Social Strengths (20%); (4) Cognitive and Language Strengths (5%), (5) Health Strength (5%); and (6) Cognitive, Personal and Social Strengths (3%). Study 2 examined whether school readiness profiles could predict children's reading and math achievement growth using growth curve models. Results showed that different school readiness profile membership had unique academic growth patterns and could predict academic growth above and beyond child and family background variables. Moreover, children with the Positive Development profile had higher academic achievement over time. Children with the Personal and Social Strengths profile had the largest growth rates. In sum, findings support the inclusion of self-regulation as another dimension of school readiness and the important role of personal and social skills in the development of reading and math achievement.

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“…While good readers benefit from their reading skills in other subjects, weak readers face obstacles not only in their linguistic competencies but also in other domains like science. Hence, to improve the science performance especially of weak readers, reading comprehension and reading strategies need to be trained, so weak readers do not continue to suffer from their below-average reading comprehension that may lay the foundations for their general academic achievement (e.g., Cooper et al 2014;McGee et al 2002;Savolainen et al 2008). Consequently, reading comprehension and strategies to deal with difficulty-generating linguistic features should not only be taught in regular language classes, but should also be promoted in science education (or indeed throughout all classes).…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

Language in science performance: do good readers perform better?

2019

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Science performance is highly affected by students' reading comprehension. Recently, there has been a growing attention to the role of linguistic features for science performance, but findings are ambivalent, especially when looking into item word count. The aim of this study was to investigate the interaction of students' reading comprehension and item word count of given science measures on performance, controlling for students' cognitive abilities, gender, family language, and school track. The sample consisted of N = 2051 German students in grades 10 and 11. Students completed (scientific) literacy measures. We then applied a multilevel logistic regression to investigate the hypothesized interaction effect of reading comprehension and word count on students' science performance. The results showed a significant interaction of students' reading comprehension and word count on science performance, controlling for several covariates. Particularly students with high reading comprehension benefit from science items with increasing word count. Our findings empirically support previous research, showing that reading comprehension is crucial for science performance and enhances the interaction between reading comprehension and linguistic features of written text in science subjects. Finally, theoretical and practical implications and limitations of this study are discussed.

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Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Cited by 55 publications

References 72 publications

The Roles of School Readiness and Poverty-Related Risk for 6th Grade Outcomes

The Roles of School Readiness and Poverty-Related Risk for 6th Grade Outcomes

School Readiness Profiles and Growth in Academic Achievement

Language in science performance: do good readers perform better?

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