Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District

Autor/inn/en	Paige, David D.; Smith, Grant; Rupley, William; Wells, Will
Titel	Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District
Quelle	In: Literacy Research and Instruction, 60 (2021) 1, S.81-106 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paige, David D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2020.1780653
Schlagwörter	Reading Achievement; Reading Skills; Skill Development; Decoding (Reading); Reading Fluency; Grade 1; Grade 2; Grade 3; Elementary School Students; Socioeconomic Status; Reading Difficulties; High Achievement; Advantaged; Socioeconomic Influences; Gray Oral Reading Test; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Leseleistung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Socio-economic status; Sozioökonomischer Status; Reading difficulty; Leseschwierigkeit; Sozioökonomischer Faktor
Abstract	This cross-sectional study measures decoding and fluent reading skills of a random sample of 250 first- through third-grade students attending a high-SES school. Growth was compared between proficient and struggling readers with results showing the latter group significantly behind their higher attaining peers on all measures. When student attainment was compared to national norms, results revealed that students entering first grade as high-attaining had declined to average or below by the end of third grade, while the struggling reader group consistently lagged behind their proficient peers. These outcomes show that it is possible for high-attaining students to lose the advantage provided by their high-SES background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01