Longitudinal predictors of reading achievement among at-risk children

Abstract

Early exposure to multiple risk factors is related to an elevated risk for academic difficulty. Thus, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early literacy skills and later academic outcomes, examining resilience in reading is important. This study examined, first, whether the reading gap widens or narrows for below-average and above-average, at-risk children during the first four years of school; and, second, what protective factors predict reading achievement over time from kindergarten through the end of third grade. Results indicated that as a group, low-achieving children made smaller gains in reading than high-achieving children over the first four years of school. In addition, participation in center-based prekindergarten care, plus more access to books in the home, better interpersonal skills, and fewer poor physical conditions immediately surrounding elementary schools served as protective factors for at-risk children's early literacy development.

Keywords:

• achievement gap
• at-risk students
• hierarchical modeling
• literacy
• reading

Acknowledgements

This research was made possible, in part, by a grant from the Spencer Foundation. The data presented, the statements made, and the views expressed are solely the responsibility of the author(s).