Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

Autor/inn/en	Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.
Titel	Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility
Quelle	In: Educational Researcher, 41 (2012) 9, S.366-374 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X12445320
Schlagwörter	Academic Achievement; Reading Achievement; Reading Skills; Oral Reading; Poverty; Homeless People; Low Income; Beginning Reading; Socioeconomic Status; At Risk Students; Predictor Variables; Student Mobility; Minnesota + Suchen Sie Ihr Suchwort? Schulleistung; Leseleistung; Reading skill; Lesefertigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Armut; Homeless person; Homeless persons; Obdachloser; Niedriglohn; Erstleseunterricht; Socio-economic status; Sozioökonomischer Status; Prädiktor; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität
Abstract	This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM nor low income. Socioeconomic risk and oral reading ability in first grade predicted growth of reading and math achievement in Grades 3 through 8. Risk status predicted achievement beyond the effects of early reading scores and also moderated the prediction of later growth in reading achievement from early oral reading. Results underscore the early emergence and persistence of achievement gaps related to poverty, the high and accumulating risk for HHM students, and the significance of oral reading in first grade as both an early indicator of risk and a potential protective factor. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10