Reading and School Completion: Critical Connections and Matthew Effects

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

“…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.…”

“…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.…”

“…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).…”

“…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.…”

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

“…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). …”