Kindergarten Children’s Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind?
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether th...
| Publicado en: | Journal of Learning Disabilities Vol. 44; no. 5; pp. 472 - 489 |
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| Autores principales: | , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=65152019&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 65152019 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Sep2011 vid: 44 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 65152019 104681057 104681057 10.1177/0022219411414010 65152019 ppf: 472 ppct: 17 formats: tig: atl: Kindergarten Children’s Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind? aug: au: Morgan, Paul L. Farkas, George Wu, Qiong affil: Pennsylvania State University, University Park, PA, USA paulmorgan@psu.edu sug: subj: Reading Mathematics Academic Achievement In Infancy and Childhood Language Disorders In Infancy and Childhood Learning Disorders In Infancy and Childhood Human Child, Preschool Socioeconomic Factors Prospective Studies United States Questionnaires Clinical Assessment Tools Sample Size Models, Statistical Time Descriptive Statistics Funding Source Child, Preschool: 2-5 years ab: The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)—as well as those of other groups of children—were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in “poor-get-poorer” effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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