Catching Up or Falling Behind? Initial English Proficiency, Concentrated Poverty, and the Reading Growth of Language Minority Learners in the United States

Journal of Educational Psychology

Volumn 100, Issue 4, 2008, Pages 851-868

  Kieffer, Michael J ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

achievement gaps; Early Childhood Longitudinal Study Kindergarten Cohort; poverty; reading development; second language learners

Indexed keywords

EID: 56349091790     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.100.4.851     Document Type: Article

References (53)

1. Adams M.J. Beginning to read: Thinking and learning about print (1990), MIT Press, Cambridge, MA
2. Anderson R.C., and Freebody P. Reading comprehension and the assessment and acquisition of word knowledge. In: Hutson B. (Ed). Advances in reading/language research 2 (1983), JAI Press, Greenwich, CT 231-256
3. August D.E., and Hakuta K.E. Improving schooling for language-minority children: A research agenda (1997), National Academy Press, Washington, DC
4. August D.E., and Shanahan T. Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (2006), Erlbaum, Mahwah, NJ
5. Bialystok E. Levels of bilingualism and levels of linguistic awareness. Developmental Psychology 24 (1988) 560-567
6. Bialystok E. Consequences of bilingualism for cognitive development. In: Kroll J. (Ed). Handbook of bilingualism: Psycholinguistic approaches (2005), Oxford University Press, New York 417-432
7. Bialystok E., Majumder S., and Martin M. Developing phonological awareness: Is there a bilingual advantage?. Applied Linguistics 24 (2003) 27-44
8. Capps R., Fix M., Murray J., Ost J., Passel J.S., and Herwantoro S. The new demography of America's schools: Immigration and the No Child Left Behind Act (Research report) (2005), Urban Institute, Washington, DC
9. Chall J. Stages of reading development (1983), McGraw Hill, New York
10. Chatterji M. Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology 98 (2006) 489-507
11. Chiappe P., Siegel L.S., and Wade-Woolley L. Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading 6 (2002) 369-400
12. Cohen J. A power primer. Psychological Bulletin 112 (1992) 155-159
13. Cohen J. Applied multiple regression/correlation analysis for the behavioral sciences (2003), Erlbaum, Mahwah, NJ
14. Collier V.P. How long? A synthesis on academic achievement in a second language. TESOL Quarterly 23 (1989) 509-531
15. Compton D.L. Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading 4 (2000) 219-259
16. Cosentino de Cohen C., Deterding N., and Chu Clewell B. Who's left behind? Immigrant children in high and low LEP schools (Policy Report) (2005), Urban Institute, Washington, DC
17. Cummins J. Cognitive/academic language proficiency, linguistic interdependence, the optimal age question and some other matters. Working Papers on Bilingualism 19 (1979) 121-129
18. Cunningham A.E., and Stanovich K.E. Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology 33 (1997) 934-945
19. Duncan S.E., and DeAvila E.A. Pre-Language Assessment Scale 2000 (1998), CTB/McGraw-Hill, Monterey, CA
20. Foorman B.R., Francis D.J., Novy D.M., and Liberman D. How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology 83 (1991) 456-469
21. Francis D.J., Shaywitz S.E., Stuebing K.K., Shaywitz B.A., and Fletcher J.M. Developmental lag verse deficit models of reading disability: A longitudinal, growth curves analysis. Journal of Educational Psychology 88 (1996) 3-17
22. Gándara P., Rumberger R., Maxwell-Jolly J., and Callahan R. English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives 11 36 (2003). http://epaa.asu.edu/epaa/v11n36/ Retrieved February 26, 2007, from http://epaa.asu.edu/epaa/v11n36/
23. Gerber M., Jimenez T., Leafstedt J., Villaruz J., Richards C., and English J. English reading effects of small-group intensive intervention in Spanish for K-1 English learners. Learning Disabilities Research & Practice 19 (2004) 239-251
24. Hakuta K., Butler Y.G., and Witt D. How long does it take English learners to attain proficiency? (Policy report) (2000), University of California Language Minority Research Institute, Santa Barbara
25. Lesaux N.K., Koda K., Siegel L.S., and Shanahan T. Development of literacy. In: August D., and Shanahan T. (Eds). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (2006), Erlbaum, Mahwah, NJ 75-122
26. Lesaux N.K., Rupp A., and Siegel L.S. Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology 99 (2007) 821-834
27. Lesaux N.K., and Siegel L.S. The development of reading in children who speak English as a second language. Developmental Psychology 39 (2003) 1005-1019
28. Manis F., Lindsey K., and Bailey A. Development of reading in grades K-2 in Spanish-speaking English-language learners. Learning Disabilities Research & Practice 19 (2004) 214-224
29. National Center for Educational Statistics. Nation's report card: Reading, 2007 (2007), Author, Washington, DC
30. National Institute of Child Health & Human Development. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769) (2000), U.S. Government Printing Office, Washington, DC
31. National Research Council. From generation to generation: The health and well-being of children in immigrant families (1998), National Academy Press, Washington, DC
32. O'Malley K.J., Francis D.J., Foorman B.R., Fletcher J.M., and Swank P.R. Growth in precursor and reading-related skills: Do low-achieving and IQ-discrepant readers develop differently?. Learning Disabilities Research & Practice 17 (2002) 19-34
33. Perfetti C.A. Verbal efficiency in reading ability. In: Daneman M., MacKinnon G.E., and Waller T.G. (Eds). Reading research: Advances in theory and practice (1988), Academic Press, New York 109-143
34. Pollack J.M., Atkins-Burnett S., Najarian M., and Rock D.A. Early Childhood Longitudinal Study, kindergarten class of 1998-99 (ECLS-K) psychometric report for the fifth grade (NCES 2006036) (2005), National Center for Education Statistics, Washington, DC
35. RAND Reading Study Group. Reading for understanding: Toward an R&D program in reading comprehension (2002), RAND Corporation, Santa Monica, CA
36. Reese L., Garnier H., Gallimore R., and Goldenberg C. Longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Journal 37 (2000) 633-662
37. Roser N., and Juel C. Effects of vocabulary instruction on reading comprehension. In: Niles J.A., and Harris L.A. (Eds). Yearbook of the National Reading Conference. Vol. 31: New inquiries in reading research and instruction (1982), National Reading Conference, Rochester, NY 110-118
38. Scarcella R. Academic English: A conceptual framework (University of California Linguistic Minority Research Institute Technical Report 2003-1) (2004), University of California Linguistic Minority Research Institute, Santa Barbara. http://lmri.ucsb.edu/publications/03_scarcella.pdf Retrieved March 1, 2007, from http://lmri.ucsb.edu/publications/03_scarcella.pdf
39. Scott J.A., Jamieson-Noel D., and Asselin M. Vocabulary instruction throughout the day in twenty-three Canadian upper-elementary classrooms. Elementary School Journal 103 (2003) 269-283
40. Singer J.D., and Willett J.B. Applied longitudinal data analysis: Modeling change and event occurrence (2003), Oxford University Press, New York
41. Snow C.E. Perspectives on second-language development: Implications for bilingual education. Educational Researcher 21 (1992) 16-19
42. Snow C.E., Burns M.S., and Griffin P. Preventing reading difficulties in young children (1998), National Academy Press, Washington, DC
43. Stanovich K.E. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21 (1986) 360-407
44. Stuart M. Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology 74 (2004) 15-36
45. Suarez-Orozco C., and Suarez-Orozco M. Children of immigration (2001), Harvard University Press, Cambridge, MA
46. Swanson H.L., and Jerman O. The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology 96 (2007) 249-283
47. Swanson H.L., Saez L., and Gerber M. Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology 98 (2006) 247-264
48. Tourangeau K., Lê T., and Nord C. Early Childhood Longitudinal Study, kindergarten class of 1998-99 (ECLS-K) fifth-grade methodology report (NCES 2006037) (2005), National Center for Education Statistics, Washington, DC
49. Vellutino F.R., Scanlon D.M., Small S.G., and Tanzman M.S. The linguistic basis of reading ability: Converting written to oral language. Text 11 (1991) 99-133
50. Verhoeven L.T. Acquisition of reading in a second language. Reading Research Quarterly 25 (1990) 90-114
51. Verhoeven L.T. Components in early second language reading and spelling. Scientific Studies of Reading 4 (2000) 313-330
52. Watts S.M. Vocabulary instruction during reading lessons in six classrooms. Journal of Reading Behavior 27 (1995) 399-424
53. Zehler A.M., Fleischman H.L., Hopstock P.J., Stephenson T.G., Pendzick M.L., and Sapru S. Descriptive study of services to LEP students and LEP students with disabilities. Vol. 1: Research Report (2003), Development Associates, Arlington, VA