Converging Trajectories
Reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8
Bibliographic Data
| ID | 8224420 |
|---|---|
| Authors | Michael J Kieffer (0000-0001-8000-7832, Teachers College, Columbia University, corresponding author) |
| Year | 2011 |
| Volume | 48 |
| Issue | 5 |
| Pages | 1187-1225 |
| Publication date | 2011-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831211419490 |
| OpenAlex | W2000484539 |
| Language | EN |
| Citations received | 26 |
| References cited | 53 |
Using longitudinal data on a nationally representative U.S. cohort, this study examined the roles of language minority (LM) status and English proficiency in English reading growth across the elementary and middle school years. Piecewise growth modeling was used to compare English reading growth trajectories for native English speakers and LM learners of differing initial English proficiency, with and without controlling for socioeconomic status. LM learners who enter kindergarten fluent in English catch up with native English speakers nationally by first grade and maintain nationally average levels through eighth grade. LM learners with initially limited English proficiency demonstrated English reading trajectories that remain substantially below national averages, but converge with those of their peers from similar socioeconomic backgrounds during middle school
Language proficiency · Linguistics · Longitudinal study · Mathematics education · Population · Reading (process · Reading comprehension · Socioeconomic status · Sociology · Statistics · Demography · Mathematics · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Reading and Literacy Development
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Tracking reading development in an English language university-level bridging program
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School
Patterns and predictors of reading comprehension growth in first and second language readers
Parallel reading and mathematics growth for English learners
English Reading Growth in Spanish-Speaking Bilingual Students
Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
Using scaffolded text with systematic progression of spelling patterns to promote Hispanic children’s early literacy
An Analysis of Preservice Teacher Responses to Participation in a Literacy Program for New Immigrant Children
Understanding newcomer English learner students’ English language development
Developmental trajectories of preschool early literacy skills
Identifying differences in early literacy skills across subgroups of language-minority children
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners
An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness
Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Breaking the Cycle
How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
Classroom Concentration of English Learners and Their Reading Growth
Investigating Whether and When English Learners Are Reclassified Into Mainstream Classrooms in the United States
The Production of Schoolchildren as Enlightenment Subjects
Onset Age of Language Acquisition Effects in a Foreign Language Context
Children of Immigration
Applied Longitudinal Data Analysis
From Neurons to Neighborhoods
The Connections Between Language and Reading Disabilities
Learning to read and write
The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
Native Spanish-Speaking Children Reading in English
Uneven profiles
The double-deficit hypothesis for the developmental dyslexias.
Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States.
Predictors of reading comprehension for struggling readers
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The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
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The Relative Performance of Full Information Maximum Likelihood Estimation for Missing Data in Structural Equation Models
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River deep, mountain high
Beginning to Read
Matthew Effects in Reading
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
Closing the gap
Factors Influencing the English Reading Test Performance of Spanish-Speaking Hispanic Children
Acquisition of Reading in a Second Language
The Development of Reading in Children Who Speak English as a Second Language
Early reading acquisition and its relation to reading experience and ability 10 years later
Levels of bilingualism and levels of linguistic awareness
Developing Literacy in Second-Language Learners
Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence
The relation between socioeconomic status and academic achievement
From First Grade Forward
Paths to High School Graduation or Dropout
| Unique citing works | 26 |
|---|---|
| Citations per year | 2 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 24 |