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Category: Reading Achievement

Category » Reading Achievement

  • Achievement disparities between minority and nonminority students in suburban schools

    1/1/90 - Levine, Daniel U., Eubanks, Eugene E.

    National data show that in 1986, African-American (AA) and Hispanic (HS) 13-yr-old students with college-educated parents had average reading proficiency scores 16 and 13 points (respectively) below the average for comparable White students. Reading and spelling performance data for 5th-8th graders at a suburban school show that in 1988, AAs were near or above the national norm in spelling but were clearly below the national norm in reading comprehension. Data on AAs' performance in southern...

  • Educational investment, family context, and children's math and reading growth from kindergarten through the third grade

    1/1/08 - Cheadle, Jacob E.

    Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piecewise growth models regressing children's math and reading achievement from entry into kindergarten through the third grade on concerted cultivation and family context variables. The results indicate that educational...

  • Evidence of a differential effect of ability grouping on the reading achievement growth of language-minority Hispanics

    1/1/08 - Robinson, Joseph P.

    Ability grouping is sometimes thought to exacerbate inequality by increasing achievement gaps; however, ability grouping may in fact benefit a fast growing and often marginalized student population: children from non-English-speaking home environments. The level-appropriate, small-group instruction received in reading ability groups may be particularly beneficial to these language-minority children, who are not regularly exposed to English at home. Focusing on Hispanics, who make up the...

  • Field dependence and the school achievement gap between Anglo-American and Mexican-American children

    1/1/75 - Kagan, Spencer, Zahn, G. Lawrence

    Research supports the hypothesis that field dependence explains the poorer school achievement of Mexican-American children compared to Anglo-American children. To test that hypothesis, multiple regression and path analyses were used to interpret the relationships between culture, field dependence, and school achievement among 134 2nd-, 4th-, and 6th-grade Anglo-American and Mexican-American children. Results indicate that Mexican-Americans were significantly below Anglo-Americans in reading...

  • Standardized Achievement Tests and English Language Learners: Psychometrics Issues

    1/1/02 - Abedi, Jamal

    Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover...