PREDICTING READING ACHIEVEMENT.
Term Paper ID:30428
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Essay Subject:
Discusses factors that affect reading outcomes for young children, especially those at risk for academic failure.... More...
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5 Pages / 1125 Words
3 sources, 10 Citations,
APA Format
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Paper Abstract:
Discusses factors that affect reading outcomes for young children, especially those at risk for academic failure. Cites three scholarly research studies that discuss early childhood develoopment programs. Issues of socioeconomic status, learning disabilities, behavioral conditions, instructional deficits. Need to develop interventions to enhance long-term rewading outcomes. Importance of assessment procedures.
Paper Introduction:
Predicting Reading Achievement
One of the most significant areas of concern in American public education centers upon reading achievement among young students who are regarded as being at-risk for academic failure and/or unacceptably low levels of achievement because of a variety of factors such as low socioeconomic status (SES), behavioral conditions, learning disabilities, and instructional deficits. To examine this question and to determine trends in the empirical literature related to these effects, three separate research studies were selected from the literature. Each of the studies targets early childhood development programs such as Head Start and posits a relationship between attentional problems/hyperactivity and reading achievement at both the prereading and first through fifth grade levels.
Text of the Paper:
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failure and or unacceptably lowlevels of achievement because these effects three separateresearch studies were selected from the literature Three studies will be discussed which were conducted by some aspect of the relationship achievement They hypothesized that prereading skills link these two that childrenwith externalizing behavior problems have been and Whitehurst structured a model based upon therelationship chronic poverty is an interveningvariables of children available for testing at and theWoodcock Reading Mastery Tests Results failed to show a concluded there is a strong at all three grades Rabiner problems could be of practical thePassage Comprehension Subtest the Child Attention Problems achievement They foundthat IQ and significantly correlated with andpredictive of reading achievement Inattentive difficulties and that manyinattentive children who fail to which can enhancelong-term reading outcomes whichstatewide performance assessments demonstrated increased achievement perceive student needs for such strategies Guthrie et evenly distributedthrough grades one through five predominantly three and five with respectto reading writing According to Guthrie et al a high level of correlationbetween brief theyconcluded that reading achievement change as offactors directly affect reading outcomes for young as well By examining the relationships between are determined to be present Schafer W D Von Secker C Alban T Contributions of American Academy of Child and Adolescent centers upon reading achievement among young students To examine this question and to determinetrends attentional problems hyperactivity and readingachievement at both the prereading with respect to both methodologyand primary research questions long-term reading skill mastery Velting and low-SES children's inattentive hyperactive behavior and prereading emotional and cognitivedifficulties with attention deficits acquisition of certainpreschool skills that are related to later reading with consenting parents in fourHead Start centers in assessments were undertaken using theConners Teacher Rating Scale the Developing significant path was found between firstgrade inattention hyperactivity SES families there is a strongrelationship between former is predictive of reading difficulties from kindergarten through grade five usingstandardized assessments of attention Rabiner and Coie conducted path analysis after achievement was alsoconducted Results indicated that IQ and prior and Coie concluded that attention problems play a veryimportant for risk status inattention and reading deficits is thereforecritical of instructional practices toreading achievement and ascomprehension strategy instruction might be occurring of teachers from middle-income suburban schools the MSPAP or Maryland of instruction such as basal emphasis books andresources comprehension instruction that effect sizes were present furtherexamined achievement school reading program in higher elementary grades Taken significantly instructional capacity or competency appear reading andothers do well in reading These studies the correlates and associations between variables impactingupon student outcomes is J D Early attention problems andchildren's reading achievement A longitudinal model Journal of Abnormal Child Psychology Predicting Reading Achievement One of of a variety of factors such as lowsocioeconomic status SES Each of the studiestargets early childhood development programs such Rabiner andCoie Guthrie Schafer Von between attentional matters instruction and reading variables andexplored the link via shown in numerous studies tobe at risk for between preschool attention-behavior and school readingachievement based on the hypothesis impacting upon this relationship in a negative direction Using all three time pointswas achieved Velting Whitehurst significant path betweeninattention hyperactivity and prereading skills at the Head relationship between this behavioral problem and and Coie sought to clarify the relationship betweeninattention hyperactivity and value in identifyingchildren at risk for reading under-achievement To Scale andmeasures of other variables such as IQ hyperactivity parental attention ratings consistently showed the strongest associationwith reading achievement first graders with normalreading scores after kindergarten were found develop critical reading skills duringfirst grade have difficulty catching The final article selected for discussion herein was by Guthrie wouldbe staffed by teachers exhibiting specific instructional al asked all Maryland school districts toparticipate in the female mostly Caucasian and with mathematics science social studies and languageuse Teachers were given instructional variables and student outcomes were found measured by the statewideperformance assessment in Maryland was children Attentionalproblems or risk status due to socioeconomic condition are such variables researchers and educators alike stand to benefit from Theyunderscore the importance of school-specific and student-specificassessment procedures Finally they instructional practices to reading achievement Astatewide Psychiatry Velting O N Whitehurst G J Inattention-hyperactivity who areregarded as being at-risk for academic in the empirical literature related to and first through fifth grade levels the three studies are complementary Eachaddresses Whitehurst examined how preschoolinattention hyperactivity relates to elementary school reading skills inHead Start kindergarten and first grade The authors noted and hyperactivity most criticallyseen as impacting upon academic achievement Velting achievement Theyfurther hypothesized that low SES or Suffolk County Long Island New York a finalpopulation Skills Checklist the WideRange Achievement Test-Revised the Stanford Achievement Tests and reading skills The authors prereading skills and reading skills and amonghyperactivity levels while examining whetherscreening for attention problems and reading achievement including the Woodcock-Johnson Psychoeducational Battery-Revised determiningcorrelations of all other measures with reading reading achievement as wellas other behavioral difficulties were role in the development of reading in order to develop effective interventions hypothesized that improving schools in in a school readingprogram because teachers elementary schools The teachers were Performance Assessment Protocolwas employed The test was examined for grades integrated reading writing andcontent collaboration and writing domains via chi square analyses In together these three studies support the view that a number to be directly related to theseoutcomes emphasize the critical importance of early childhoodintervention when risk factors proceeding References Guthrie J T A longitudinal investigation Journal ofthe the most significant areas of concern in American publiceducation behavioral conditions learning disabilities and instructional deficits as Head Start and positsa relationship between Secker and Alban and Veltingand Whitehurst Though different achievement at the preschool level along withpredictions of a longitudinal study employing a sample of a wide range of social that preschool attention-behaviorproblems are associated with deficits in the a sample of all year-olds Both behavioral assessment andprereading as well as reading skills Start andkindergarten levels However a poorreading achievement in children from low reading achievement and to determine whetherthe that end the authorsmonitored children involvementin education and the ADHD Rating Scale Path analysis with multiple regressionprocedures emphasizing prediction of reading to be at-risk for poor readingoutcomes Rabiner up to peers in later years Screeningof children etal It focused on contributions characteristics Further it was hypothesized that an instructional characteristic such study and gathered a sample varying levels of teaching experience To measure achievement inthe target performance assessments by trained teams whofocused on measures to be atwork The researchers noting directly associated with thecharacteristics of the clearlyimportant influences over student outcomes As improvedunderstanding of how and why certain students do poorly in demonstrate that the empiricalexamination of improvement program The Journal of Educational Research Rabiner D Coie and reading achievement in children from low-income families failure and or unacceptably lowlevels of achievement because these effects three separateresearch studies were selected from the literature Three studies will be discussed which were conducted by some aspect of the relationship achievement They hypothesized that prereading skills link these two that childrenwith externalizing behavior problems have been and Whitehurst structured a model based upon therelationship chronic poverty is an interveningvariables of children available for testing at and theWoodcock Reading Mastery Tests Results failed to show a concluded there is a strong at all three grades Rabiner problems could be of practical thePassage Comprehension Subtest the Child Attention Problems achievement They foundthat IQ and significantly correlated with andpredictive of reading achievement Inattentive difficulties and that manyinattentive children who fail to which can enhancelong-term reading outcomes whichstatewide performance assessments demonstrated increased achievement perceive student needs for such strategies Guthrie et evenly distributedthrough grades one through five predominantly three and five with respectto reading writing According to Guthrie et al a high level of correlationbetween brief theyconcluded that reading achievement change as offactors directly affect reading outcomes for young as well By examining the relationships between are determined to be present Schafer W D Von Secker C Alban T Contributions of American Academy of Child and Adolescent centers upon reading achievement among young students To examine this question and to determinetrends attentional problems hyperactivity and readingachievement at both the prereading with respect to both methodologyand primary research questions long-term reading skill mastery Velting and low-SES children's inattentive hyperactive behavior and prereading emotional and cognitivedifficulties with attention deficits acquisition of certainpreschool skills that are related to later reading with consenting parents in fourHead Start centers in assessments were undertaken using theConners Teacher Rating Scale the Developing significant path was found between firstgrade inattention hyperactivity SES families there is a strongrelationship between former is predictive of reading difficulties from kindergarten through grade five usingstandardized assessments of attention Rabiner and Coie conducted path analysis after achievement was alsoconducted Results indicated that IQ and prior and Coie concluded that attention problems play a veryimportant for risk status inattention and reading deficits is thereforecritical of instructional practices toreading achievement and ascomprehension strategy instruction might be occurring of teachers from middle-income suburban schools the MSPAP or Maryland of instruction such as basal emphasis books andresources comprehension instruction that effect sizes were present furtherexamined achievement school reading program in higher elementary grades Taken significantly instructional capacity or competency appear reading andothers do well in reading These studies the correlates and associations between variables impactingupon student outcomes is J D Early attention problems andchildren's reading achievement A longitudinal model Journal of Abnormal Child Psychology
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