Reading Achievement Gaps, Correlates, and Moderators of Early Reading Achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) Kindergarten to First Grade Sample

Autor/in	Chatterji, Madhabi
Titel	Reading Achievement Gaps, Correlates, and Moderators of Early Reading Achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) Kindergarten to First Grade Sample
Quelle	In: Journal of Educational Psychology, 98 (2006) 3, S.489-507 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Longitudinal Studies; Kindergarten; Grade 1; Early Reading; Reading Achievement; African American Children; Teacher Certification; Poverty; Class Size; Correlation; Ethnic Groups; Cohort Analysis; Gender Differences; Whites + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Frühlesen; Leseleistung; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Armut; Klassengröße; Korrelation; Ethnie; Kohortenanalyse; Geschlechterkonflikt; White; Weißer
Abstract	This study estimated reading achievement gaps in different ethnic, gender, and socioeconomic groups of 1st graders in the U.S. compared with specific reference groups and identified statistically significant correlates and moderators of early reading achievement. A subset of 2,296 students nested in 184 schools from the Early Childhood Longitudinal Study (ECLS) kindergarten to 1st-grade cohort were analyzed with hierarchical linear models. With child-level background differences controlled, significant 1st-grade reading differentials were found in African American children (-0.51 SD units below Whites), boys (-0.31 SD units below girls), and children from high-poverty households (-0.61 to-1.0 SD units below well-to-do children). In all 3 comparisons, the size of the reading gaps increased from kindergarten entry to 1st grade. Reading level at kindergarten entry was a significant child-level correlate, related to poverty status. At the school level, class size and elementary teacher certification rate were significant reading correlates in 1st grade. Cross level interactions indicated reading achievement in African American children was moderated by the schools students attended, with attendance rates and reading time at home explaining the variance. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10