Literacy Achievement Trends at Entry to First Grade
Dados Bibliográficos
| ID | 9733488 |
|---|---|
| Autores | Jerome V D’agostino (0000-0003-2608-7354, The Ohio State University, Columbus, OH, autor correspondente), Elizabeth Rodgers (0000-0001-5971-1382, The Ohio State University), Emily Rodgers (The Ohio State University, Columbus, OH) |
| Ano | 2017 |
| Volume | 46 |
| Fascículo | 2 |
| Páginas | 78-89 |
| Data de publicação | 2017-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x17697274 |
| OpenAlex | W2610951732 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 26 |
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that contained achievement data for students at entry to first grade ( n = 364,738) in the same schools ( n = 2,358) over a 12-year period starting in 2002. Our finding that overall beginning of first-grade reading achievement for both low achieving and more typically achieving students improved measurably between 2002 and 2013 provides empirical support for the growing academic focus in the early grades. However, our findings about the differential nature of that progress for low achieving students compared to those more typically achieving raise new questions and concerns about a growing literacy achievement gap in the early grades
Academic achievement · Early literacy · Literacy · Mathematics education · Pedagogy · Political science · Reading (process · Student achievement · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Reading and Literacy Development
Large scale implementation of effective early literacy instruction
Flattening the Developmental Staircase
Predicting Reading Achievement of Students with Intellectual Disability from Early Reading Achievement
Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement
Supporting literacy development in kindergarten through teacher-facilitated play
The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities
Is Kindergarten the New First Grade?
Specific reading disability (dyslexia)
Phases of development in learning to read words by sight
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Hierarchical Linear Models
Hierarchical linear models
Phonological skills and their role in learning to read
The state of state pre-kindergarten standards
Developing Early Literacy Skills
Naming Speed and Reading
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
Comparing Instructional Models for the Literacy Education of High-Risk First Graders
National Reports in Literacy
Challenging the Research Base of the Common Core State Standards
Evidence-Based Practices in a Changing World
Using the Correct Statistical Test for the Equality of Regression Coefficients
Early Literacy Instruction and Learning in Kindergarten
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2020 - 2025 (6) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |