Kindergarten Children's Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind?

Autor/inn/en	Morgan, Paul L.; Farkas, George; Wu, Qiong
Titel	Kindergarten Children's Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind?
Quelle	In: Journal of Learning Disabilities, 44 (2011) 5, S.472-488 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411414010
Schlagwörter	Behavior Problems; Learning Disabilities; Language Impairments; Reading Achievement; Mathematics Achievement; Academic Achievement; Kindergarten; Mathematics Skills; Reading Skills; Low Achievement; Longitudinal Studies; Achievement Gap; Socioeconomic Status; African American Students; Parent Background; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Mathematics ability; Reading skill; Lesefertigkeit; Unterdurchschnittliche Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Elternhaus
Abstract	The authors used a large sample of children (N [is approximately equal to] 7,400) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. (Contains 1 note, 6 tables, and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10