Reading Achievement Gaps, Correlates, and Moderators of Early Reading Achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) Kindergarten to First Grade Sample.

Chatterji, Madhabi

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Title: Reading Achievement Gaps, Correlates, and Moderators of Early Reading Achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) Kindergarten to First Grade Sample

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Title:	Reading Achievement Gaps, Correlates, and Moderators of Early Reading Achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) Kindergarten to First Grade Sample
Authors:	Chatterji, Madhabi
Descriptors:	Longitudinal Studies; Kindergarten; Grade 1; Early Reading; Reading Achievement; African American Children; Teacher Certification; Poverty; Class Size; Correlation; Ethnic Groups; Cohort Analysis; Gender Differences; Whites
Source:	Journal of Educational Psychology, v98 n3 p489-507 Aug 2006
More Info: Help Peer Reviewed:	Yes
Publisher:	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Publication Date:	2006-08-00
Pages:	19
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study estimated reading achievement gaps in different ethnic, gender, and socioeconomic groups of 1st graders in the U.S. compared with specific reference groups and identified statistically significant correlates and moderators of early reading achievement. A subset of 2,296 students nested in 184 schools from the Early Childhood Longitudinal Study (ECLS) kindergarten to 1st-grade cohort were analyzed with hierarchical linear models. With child-level background differences controlled, significant 1st-grade reading differentials were found in African American children (-0.51 SD units below Whites), boys (-0.31 SD units below girls), and children from high-poverty households (-0.61 to-1.0 SD units below well-to-do children). In all 3 comparisons, the size of the reading gaps increased from kindergarten entry to 1st grade. Reading level at kindergarten entry was a significant child-level correlate, related to poverty status. At the school level, class size and elementary teacher certification rate were significant reading correlates in 1st grade. Cross level interactions indicated reading achievement in African American children was moderated by the schools students attended, with attendance rates and reading time at home explaining the variance.
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Record Type:	Journal
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ISBN:	N/A
ISSN:	ISSN-0022-0663
Audiences:	N/A
Languages:	English
Education Level:	Grade 1; Kindergarten; Primary Education
Direct Link:	http://content.apa.org/journals/edu/98/3

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