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Descriptors:
Summer Programs; Reading Programs; Intervention; Kindergarten; Grade 1; Elementary School Students; At Risk Students; Reading Difficulties; Alphabets; Reading Fluency; Reading Achievement; Program Effectiveness; Educational Research

Abstract:
The study reviewed in this report examined the impact of a summer literacy program on kindergarten and first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study took place through a limited expansion of an existing summer program for high-risk students that was modified to include moderate-risk students. Study authors randomly assigned 49 kindergarten students (25 intervention, 24 comparison) and 51 first-grade students (26 intervention, 25 comparison) identified as moderate-risk to either an intervention group that was invited to participate in the summer reading program, or a comparison group that did not receive the intervention. The final analytic sample consisted of 46 kindergarten students (24 intervention, 22 comparison) and 47 first-grade students (23 intervention, 24 comparison). The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the summer school intervention on student outcomes in the fall of the implementation year for students in both kindergarten (effect size on the alphabetic assessment = 0.69) and first grade (effect size on the reading fluency assessment = 0.61). The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome Measures for each domain; and (3) Study findings for each domain. A glossary is included. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reading Achievement; Academic Achievement; Early Childhood Education; Public Schools; Recess Breaks; Age Differences; Gender Differences; Individual Differences; Racial Differences; Socioeconomic Status; Family Characteristics; Time Perspective; Time Factors (Learning); Incidence; Policy Analysis; Educational Policy; Educational Practices; Scores; Predictor Variables; Achievement Gains; Schematic Studies; Foreign Countries; Kindergarten

Abstract:
In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students' gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize--just to be a child. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rating Scales; Children; Genetics; Inhibition; Attention Deficit Hyperactivity Disorder; Siblings; Reaction Time; Correlation; Task Analysis; Adolescents; Risk; Symptoms (Individual Disorders); Regression (Statistics); Measures (Individuals); Ethnicity; Socioeconomic Status; Gender Differences; Age Differences; Scores

Abstract:
Endophenotypes or intermediate phenotypes are of great interest in neuropsychiatric genetics because of their potential for facilitating gene discovery. We evaluated response inhibition, latency and variability measures derived from the stop task as endophenotypes of ADHD by testing whether they were related to ADHD traits in the general population, heritable and shared genetic risk with ADHD traits. Participants were 16,099 children and adolescents, ages 6 to 18 years who visited a local science center. We measured ADHD traits using the Strengths and Weaknesses of ADHD-symptoms and Normal-Behavior (SWAN) rating scale and performance on the stop signal task (SST)--response inhibition (SSRT), response latency (GoRT), and response variability (GoRTSD). Regression analysis was used to assess the relationship of cognitive measures and ADHD traits while controlling for family, age, sex, ethnicity, socioeconomic status and treatment status. Heritability of ADHD and cognitive traits was estimated using SOLAR in 7,483 siblings from 3,507 families that included multiple siblings. Bivariate relationships between pairs of variables were examined. Individuals with greater ADHD trait scores had worse response inhibition, slower response latency, and greater variability. Younger participants and girls had inferior performance although the gender effects were minimal and evident in youngest participants. Inhibition, latency, variability, total ADHD traits, inattention and hyperactivity-impulsivity scores were significantly heritable. ADHD traits and inhibition, but not latency or variability were coheritable. In the largest study in the general population, we found support for the validity of response inhibition as an endophenotype of ADHD. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Summer Programs; Grade Point Average; Academic Achievement; Diagnostic Tests; Acceleration (Education); Mathematics Instruction; Enrichment Activities; Predictor Variables; Prediction; Talent; Academically Gifted; Socioeconomic Status; Scores; Background; Ethnicity; Age Differences; Gender Differences; Mathematics Achievement; Regression (Statistics); Models; Measures (Individuals); Adolescents; Preadolescents

Abstract:
In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program (N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted achievement in accelerated courses, and age, ethnicity, and GPA significantly predicted achievement in enrichment courses. These findings may be useful in determining which students are more likely to do well in accelerated and enrichment mathematics courses at a summer program. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Socioeconomic Status; Reading Achievement; Achievement Gains; Students; Longitudinal Studies; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8

Abstract:
Using longitudinal data on a nationally representative U.S. cohort, this study investigated the relationship between socioeconomic status and students' reading growth between kindergarten and eighth grade. Piecewise latent growth modeling was used to describe nonlinear growth trajectories in reading during three developmental periods: kindergarten through first grade, first grade through third grade, and third grade through eighth grade. Results indicated that lower child SES was associated with faster rates of reading growth in the primary grades, but with slower rates of growth after third grade. Higher school concentration of students from low-SES backgrounds was also associated with slower rates of growth between third and eighth grade. Findings support increased attention from researchers and educators to reading achievement gaps after third grade. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Achievement; Teaching Methods; Ethnicity; Scores; Differences; Achievement Gap; Socioeconomic Status; Summer Programs; Item Response Theory; Models; Kindergarten; Grade 1

Abstract:
The authors examined the relation of school-year teaching practices to SES and race/ethnic score gaps in mathematics by fitting an individual growth model with a representative sample drawn from the Early Childhood Longitudinal Study Kindergarten Cohort data. There were mixed findings. Teaching practices had uniform effects for all students, increasing their scores equally during the school year. Teaching mattered in maintaining proficiency during summer, although modestly. Specifically, practices emphasizing analytical and reasoning skills, thought among mathematics reformers to be most effective, were positively associated with summer learning among low-SES students. The authors explore possible reasons for the weak association between teaching practices and mathematics scores. (Contains 5 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Writing Tests; Reading Tests; Emergent Literacy; Fidelity; Oral Reading; Literacy Education; Student Evaluation; Predictor Variables; Writing Assignments; Scores; Reading Difficulties; At Risk Students; Kindergarten; Elementary School Students; Grade 1

Abstract:
This article is a response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Tool for Evaluating Student Learning?" by Kamii and Manning (2005). The intent of their study was to evaluate how DIBELS and a writing test predict reading achievement, which was measured by scores on the Slosson Oral Reading Test (SORT) as well as by a writing task. Approximately 200 students from two geographically discrepant schools were included in this study. The authors concluded that their test was a superior predictor of reading achievement. A few of the authors' many criticisms of their study is that there were insufficient descriptions of their sample and their test administration procedures. Also, their study lacked fidelity of implementation checks. Their results actually showed that the DIBELS score distribution was in the normal range, but that was not true of their writing task. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; Recognition (Achievement); Reading Achievement; Program Effectiveness; Word Recognition; Kindergarten; Psychology; Grade 1; Reading Comprehension; Reading; Reading Ability; Emergent Literacy; Literacy; Multiple Regression Analysis; Scores; Beginning Reading; Oral Language; Reading Instruction; Phonological Awareness; Correlation

Abstract:
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Involvement; Followup Studies; Language Skills; Migrant Children; Kindergarten; Family Literacy; Literacy Education; Rural Schools; Elementary Schools; Grade 1; Longitudinal Studies; Program Effectiveness; Scores; Elementary School Students; Grade 5; Grade 6; Scaling; Reading Achievement; Statistical Analysis

Abstract:
This six year follow-up study to the previously published quasi-experimental study on this group of children and their migrant families examines the effects of a parent involvement program on kindergarten children's families. Parents in the original study participated in sessions available throughout their child's kindergarten year that helped them engage their children in academic activities linked to their children's curriculum in school. These parent involvement sessions were implemented as one component of a Migrant Education Even Start family literacy program. The study was conducted at a rural Midwestern elementary school with 22 kindergarten children from families participating in the parent involvement training program, and 28 kindergarten children from families not participating. This longitudinal study first followed these children through the end of first grade. Findings indicated that by the end of first grade, children from families participating in the parent involvement training program scored significantly higher on language measures than children in the control group. Now researchers at the University of Nebraska Medical Center have followed these children through 5th or 6th grade and have collected state reading assessment scaled scores. Results demonstrate that children in the treatment group again scored significantly higher than children in the control group. This suggests that equipping migrant families with new abilities to nurture their children's language skills leads to positive and lasting reading outcomes for their children. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; Phonological Awareness; Grade 1; Kindergarten; Early Childhood Education; Memory; Naming; Dyslexia; Intervention; Short Term Memory; Factor Analysis; Correlation; Structural Equation Models; Multiple Regression Analysis; Scores; Error of Measurement; Reading; Reading Achievement

Abstract:
We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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