Early reading achievement of children in immigrant families
Is there an immigrant paradox
Bibliographic Data
| ID | 9786103 |
|---|---|
| Authors | Natalia Palacios (0000-0002-9755-8654, Northwestern University, corresponding author), Katarina Guttmannova (0000-0002-7550-3329, Northwestern University), P Lindsay Chase‐lansdale (Northwestern University), P Lindsay Chase-Lansdale |
| Year | 2008 |
| Volume | 44 |
| Issue | 5 |
| Pages | 1381-1395 |
| Publication date | 2008-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0012863 |
| PMID | 18793070 |
| OpenAlex | W2050799098 |
| Language | EN |
| Citations received | 31 |
| References cited | 41 |
This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to foreign-born parents, respectively) had higher achievement scores at the spring of kindergarten than did 3rd generation children. Yet, controlling for race/ethnicity and maternal education fully reduced the 1st generation advantage. In addition, 1st generation children grew in reading achievement at a faster rate than did 3rd generation children. Controlling for a host of proximal and distal factors that included demographic, race/ethnic, family, and school characteristics somewhat reduced the association between generational status and rate of growth. First and 2nd generation children continued to increase their reading scores at a faster rate than did 3rd generation children. It is likely that additional factors not measured in the Early Childhood Longitudinal Survey-Kindergarten cohort, such as selection, cultural, or motivational factors, would be useful in further explaining the immigrant advantage
Academic achievement · Cohort · Developmental psychology · Early childhood · Ethnic group · Immigration · Longitudinal study · Multilevel model · Race (biology · Reading (process · Sociology · Demography · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
Human Development in Societal Context
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Double Disadvantage or Signs of Resilience? The Elementary School Contexts of Children From Mexican Immigrant Families
Inequality in Preschool Education and School Readiness
The Academic Achievement of Adolescents from Immigrant Families
The moderator-mediator variable distinction in social psychological research
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How Money Matters for Young Children's Development
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Why Does It Take a Village? The Mediation of Neighborhood Effects on Educational Achievement
Growing Up American
| Unique citing works | 31 |
|---|---|
| Citations per year | 1,94 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 31 |