Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties

Michael J. Kieffer

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Reading and Literacy Development Early Childhood Education and Development School Choice and Performance

Abstract

Educators have growing concerns about students who learn to read proficiently by third grade but fall behind in later grades. This study investigates the prevalence of “late-emerging” reading difficulties among English language learners (ELLs) and native English speakers from diverse socioeconomic backgrounds, using longitudinal data on a nationally representative sample of U.S. students. Results indicate that substantial proportions of both groups develop difficulties during the upper elementary and middle school grades. ELLs and students from low socioeconomic backgrounds are at significantly elevated risk for late-emerging difficulties; ELLs and non-ELLs from similar socioeconomic backgrounds are at similar risk.

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References

1998Preventing Reading Difficulties in Young Children 2005Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research 1982The relation between socioeconomic status and academic achievement.2003The Nation's Report Card: Reading, 2002.2005The Connections Between Language and Reading Disabilities 2003Late-emerging reading disabilities.2005Developmental Changes in Reading and Reading Disabilities

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2012The influence of habitus in the relationship between cultural capital and academic achievement 2013Why poor children are more likely to become poor readers: the early years 2012Early oral language and later reading development in Spanish-speaking English language learners: Evidence from a nine-year longitudinal study 2015The Effectiveness of Reading Interventions for English Learners 2011Reading Comprehension: Assisting Children with Learning Difficulties 2020Reading Wars, Reading Science, and English Learners

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