Predicting Improvement After First-Grade Reading Difficulties: The Effects of Oral Language, Emergent Literacy, and Behavior Skills.

Elana Greenfield Spira · Stacey Storch Bracken · Janet E. Fischel

335 citations0/0 files storedDevelopmental Psychology

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed.

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References

1983Categorizing sounds and learning to read—a causal connection 1998Child Development and Emergent Literacy 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1980Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency 1992Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.1997Early reading acquisition and its relation to reading experience and ability 10 years later.1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1987Wide Range Achievement Test-Revised

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