Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school

Journal of Educational Psychology

Volumn 98, Issue 1, 2006, Pages 14-28

  McCoach, D Betsy ^a   O'Connell, Ann A ^a   Reis, Sally M ^a   Levitt, Heather A ^a  

^a UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

ECLS K; Kindergarten; Longitudinal analysis; Multilevel; Reading achievement; Reading growth

Indexed keywords

EID: 33645734899     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.98.1.14     Document Type: Review

References (78)

1. Adams, M. J. (1991). Beginning to read: Thinking and learning about print. Cambridge. MA: MIT Press.
2. Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23, 171-191.
3. Bast, J., & Reitsma, P. (1997). Matthew effects in reading: A comparison of latent growth-curve models and simplex models with structured means. Multivariate Behavioral Research, 32, 135-167.
4. Bast, J., & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34, 1373-1399.
5. Bayder, N., Brooks-Gunn, J., & Furstenberg, F. F. (1993). Early warning signs of functional illiteracy: Predictors in childhood and adolescence. Child Development, 64, 815-829.
6. Bowey, J. A. (1995). Socioeconomic status difference in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology, 87, 476-487.
7. Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
8. Bryk, A. S., & Raudenbush, S. W. (1988). Toward a more appropriate conceptualization of research on school effects: A three-level hierarchical linear model. American Journal of Education, 95, 65-108.
9. Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426.
10. Butler, S., Marsh, H. W., Sheppard, M. J., & Sheppard, J. L. (1985). Seven-year longitudinal study of the early prediction of reading achievement. Journal of Educational Psychology, 77, 349-361.
11. Campbell, D. T., & Kenny, D. A. (1999). A primer on regression artifacts. New York: Guilford Press.
12. Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read, kindergarten through grade 3. Washington, DC: U.S. Government Printing Office.
13. Chall, J. S. (1996). Learning to read: The great debate (3rd ed.). Fort Worth, TX: Harcourt Brace.
14. Christian, K., Morrison, F. J., & Bryant, F. B. (1998). Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13, 501-521.
15. Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
16. Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227-268.
17. Cosden, M., Zimmer, J., & Tuss, P. (1993). The impact of age, sex, and ethnicity on kindergarten entry and retention decisions. Educational Evaluation and Policy Analysis, 15, 209-222.
18. Crone, D. A., & Whitehurst, G. J. (1999). Age and schooling effects on emergent literacy and early reading skills. Journal of Educational Psychology, 91, 604-614.
19. Crosser, S. L. (1991). Summer birth date children: Kindergarten entrance age and academic achievement. Journal of Education Research, 84, 140-146.
20. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relationship to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
21. Denton, K., & West, J. (2002). Children's reading and mathematics achievement in kindergarten and first grade (NCES Publication No. 2002-125). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
22. Diamond, P. J., & Onwuegbuzie, A. J. (2001). Factors associated with reading achievement and attitudes among elementary school-aged students. Research in the Schools, 8(1), 1-11.
23. Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research and Practice, 16, 186-202.
24. Dunn, L. M., Dunn, L. M., & Dunn, D. M. (1997). Peabody Picture Vocabulary Test - Third Edition. Circle Pines, MN: American Guidance Service.
25. Entwisle, D. R., Alexander, K. L., & Olson, L. S. (1992). Summer setback: Race, poverty, school composition, and math achievement in the first two years of school. American Sociological Review, 57, 72-84.
26. Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110, 1458-1502.
27. Flippo, R. F. (1999). What do the experts say? Helping children learn to read. Portsmouth, NH: Heinemann.
28. Flippo, R. F. (2001). Reading researchers in search of common ground. Newark, DE: International Reading Association.
29. Hanson, R. A., & Farrell, D. (1995). The long-term effects on high school seniors of learning to read in kindergarten. Reading Research Quarterly, 30, 908-933.
30. Hoffman, K., & Liagas, C. (2003). Status and trends in the education of blacks (NCES Publication No. 2003-034). Washington, DC: U.S. Department of Education.
31. Huttenlocher, J., & Levine, S. C. (1990). Primary Test of Cognitive Skills. Monterrey, CA: CGTB/McGraw-Hill.
32. Jacobsen, C., Bond, M., Medders, K., Saenz, C., Stash, K., & Sullivan, J. (2002). An intersession model for accelerated literacy learning. Reading and Writing Quarterly: Overcoming Reading Disabilities, 18, 151-173.
33. Jencks, C., & Phillips, M. (1998). The Black-White test score gap. Washington, DC: Brookings Institution Press.
34. Jimerson, S., Egeland, B., & Teo, A. (1999). A longitudinal study of achievement trajectories: Factors associated with change. Journal of Educational Psychology, 91, 116-126.
35. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
36. Kagan, S. (1990). Readiness 2000: Rethinking rhetoric and responsibility. Phi Delta Kappan, 72, 272-279.
37. Kaplan, D. (2002). Methodological advances in the analysis of individual growth with relevance to education policy. Peabody Journal of Education, 77(4), 189-215.
38. Kim, J. (2004). Summer reading and the ethnic achievement gap. Journal for Education of Students Placed at Risk, 9, 169-188.
39. Korn, E. L., & Graubard, B. I. (1999). Analysis of health surveys. New York: Wiley.
40. Kyriakides, L., Campbell, R. J., & Gagtsis, A. (2000). The significance of the classroom effect in primary schools: An application of Creemers' comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11, 501-529.
41. Leppanen, U., Niemi, P., Aunola, K., & Nurmi, J. E. (2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39, 72-93.
42. Lerkkanen, M., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. (2004). Reading performance and its developmental trajectories during first and second grade. Learning and Instruction, 14, 111-130.
43. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596-613.
44. Luftig, R. L. (2003). When a little bit means a lot: The effects of a short-term reading program on economically disadvantaged elementary schoolers. Reading Research and Instruction, 42, 1-13.
45. Markwardt, F. C. (1989). Peabody Individual Achievement Test - Revised. Circle Pines, MN: American Guidance Service.
46. Meece, J., & Kurtz-Costes, B. (2001). Introduction: The schooling of ethnic minority children. Educational Psychologist, 36, 1-7.
47. Molfese, V. J., Modglin, A., & Molfese, D. L. (2003). The role of environment in development of reading skills: A longitudinal study of preschool and school-age measures. Journal of Learning Disabilities, 36, 59-67.
48. Morrison, F. J., Griffith, E. M., & Alberts, D. M. (1997). Nature-nurture in the classroom: Entrance age, school readiness, and learning in children. Developmental Psychology, 33, 254-262.
49. Muthen, B., Khoo, S., Francis, D. J., & Boscardin, C. K. (2003). Analysis of reading skills development from kindergarten through first grade: An application of growth mixture modeling to sequential processes. In N. Duan & S. Reise (Eds.), Multilevel modeling: Methodological issues and applications (pp. 71-89). Mahwah, NJ: Erlbaum.
50. National Center for Education Statistics. (2000a). Children who enter kindergarten late or repeat kindergarten: The characteristics and later school performance. Retrieved August 10, 2005, from http://nces.ed.gov/pubs2000/ 2000039.pdf
51. National Center for Education Statistics. (2000b). Entering kindergarten: A portrait of American children when they begin school. Retrieved August 15, 2005, from http://www.nces.Ed.gov//programs/coe/2000/essay/index.asp
52. National Center for Education Statistics. (2000c). User's manual for the ECLS-K base year restricted-use data files and electronic codebook. Washington, DC: U.S. Department of Education.
53. National Center for Education Statistics. (2002a). The condition of education 2002. Retrieved January 10, 2006, from http://nces.ed.gov/pubsearch/ pubsinfo.asp?pubid=2002025
54. National Center for Education Statistics. (2002b). Private schools, a brief portrait. Retrieved August 28, 2005. from http://www.nces.Ed.gov// programs/coe/2002/analyses/private/
55. National Center for Education Statistics. (2002c). User's manual for the ECLS-K first-grade restricted-use data files and electronic codebook (NCES Publication No. 2002-128). Washington, DC: U.S. Department of Education.
56. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat 1425 (2002).
57. Phillips, L. M., Norris, S. P., Osmond, W. C., & Maynard, A. M. (2002). Relative reading achievement: A longitudinal study of 187 children from first through sixth grades. Journal of Educational Psychology, 94, 3-13.
58. Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53, 109-120.
59. Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471-491.
60. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
61. Reaney, L. M., Denton, K. L., & West, J. (2000, April). Beginning school: U.S. kindergarteners' developmental status - Variation by entry age and gender. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
62. Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale, survey research tells us about student achievement: Insights from the Prospects study of elementary school. Teachers College Record, 104, 1525-1567.
63. Scarborough, H. S., & Parker, J. D. (2003). Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8. Annals of Dyslexia, 53, 47-71.
64. Senechal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skills: A five-year longitudinal study. Child Development, 73, 445-460.
65. Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis. New York: Oxford University Press.
66. Smith, J. R., Brooks-Gunn, J., & Klebanov, P. (1997). Consequences of living in poverty for young children's cognitive and verbal ability and early school achievement. In G. J. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 132-189). New York: Russell Sage Foundation.
67. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
68. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-398.
69. Stipek, D., & Byler, P. (2001). Academic achievement and social behaviors associated with age of entry into kindergarten. Applied Developmental Psychology, 22, 175-189.
70. Taylor, B. M., & Pearson, P. D. (2002). Teaching reading: Effective schools, accomplished teachers. Mahwah, NJ: Erlbaum.
71. Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22(1-2), 32-39.
72. United States Department of Education. (2000). ECLS-K restricted access student abstract data files. Washington, DC: Author.
73. United States Department of Education. (2002). ECLS-K restricted access first-grade data files and electronic codebook. Washington, DC: Author.
74. West, J., Denton, K., & Germino-Hausken, E. (2000). America's kindergarteners: Findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99, Fall 1998 (NCES Publication No. 2000-070). Washington, DC: U.S. Department of Education.
75. West, J., Denton, K., & Reaney, L. (2000). The kindergarten year (NCES Publication No. 2001-023). Washington, DC: U.S. Department of Education.
76. Williamson, G. L., Applebaum, M., & Epanchin, A. (1991). Longitudinal analyses of academic achievement. Journal of Educational Measurement, 28, 61-76.
77. Woodcock, R. W., & Johnson, M. B. (1990). Woodcock-Johnson Psycho-Educational Battery - Revised. Allen, TX: DLM Teaching Resources.
78. Zill, N., & West, J. (2001). Entering kindergarten: A portrait of American children when they begin school (NCES Publication No. 2001-035). Washington. DC: United States Department of Education. National Center for Education Statistics.