Literacy growth in the academic year versus summer from preschool through second grade: Differential effects of schooling across four skills

Scientific Studies of Reading

Volumn 16, Issue 2, 2012, Pages 141-165

  Skibbe, Lori E ^a   Grimm, Kevin J ^b   Bowles, Ryan P ^a   Morrison, Frederick J ^c  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84859397879     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888438.2010.543446     Document Type: Article

References (70)

1. Aarnoutse, C., Van Leeuwe, J., Voeten, M. and Oud, H. 2001. Development of decoding, reading comprehension, vocabulary, and spelling during the elementary school years. Reading and Writing: An Interdisciplinary Journal, 14: 61-89. doi:10.1023/A:1008128417862
2. Adams, M. J. 1990. Beginning to read: Thinking and learning about print, Cambridge, MA: MIT Press.
3. Aikens, N. L. and Barbarin, O. 2008. Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 2: 235-251. doi:10.1037/0022-0663.100.2.235
4. Alexander, K. L., Entwisle, D. R. and Olson, L. S. 2001. Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23: 171-191. doi:10.3102/01623737023002171
5. Alexander, K. L., Entwisle, D. R. and Olson, L. S. 2007. Lasting consequences of the summer learning gap. American Sociological Review, 72: 167-180.
6. Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M. L., Schatsneider, C., Dyrlund, A. K. and Wright, T. L. 2008. Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency. Journal of School Psychology, 46: 281-314. doi:10.1016/j.jsp.2007.06.002
7. Arnbak, E. 2004. When are poor reading skills a threat to educational achievement?. Reading and Writing: An Interdisciplinary Journal, 17: 459-482. doi:10.1023/B:READ.0000044595.76174.cc
8. Baumann, J. F., Kame'enui, E. J. and Ash, G. E. 2003. "Research on vocabulary instruction: Voltaire redux". In Handbook of research on teaching the English language arts, Edited by: Flood, J., Jensen, J., Lapp, D. and Squire, J. R. 752-785. New York, NY: MacMillan.
9. Bisanz, J., Morrison, F. J. and Dunn, M. 1995. Effects of age and schooling on the acquisition of elementary quantitative skills. Developmental Psychology, 31: 221-236. doi:10.1037/0012-1649.31.2.221
10. Browne, M. W. 1993. "Structured latent curve models". In Multivariate analysis: Future directions 2, Edited by: Cuadras, C. M. and Rao, C. R. 171-198. Amsterdam, the Netherlands: North-Holland.
11. Browne, M. W. and Du Toit, S. H. C. 1991. Models for learning data, Washington, DC: American Psychological Association.
12. Bryk, A. S. and Raudenbush, S. W. 1992. Hierarchical linear models: Applications and data analysis methods, Thousand Oaks, CA: Sage.
13. Byrne, B. and Fielding-Barnsley, R. 1995. Evaluation of a program to teach phonemic awareness to young children: A 2- and 3- year follow-up and a new preschool trial. Journal of Educational Psychology, 87: 488-503. doi:10.1037/0022-0663.87.3.488
14. Cahan, S. and Davis, D. 1987. A between-grade-levels approach to the investigation of the absolute effects of schooling on achievement. American Educational Research Journal, 24: 1-12. doi:10.3102/00028312024001001
15. Christian, K., Morrison, F. J., Frazier, J. A. and Massetti, G. 2000. Specificity in the nature and timing of cognitive growth in kindergarten and first grade. Journal of Cognition and Development, 1: 429-448. doi:10.1207/S15327647JCD0104_04
16. Connor, C. M., Morrison, F. J. and Katch, L. E. 2004. Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading. Scientific Studies of Reading, 8: 305-336. doi:10.1207/s1532799xssr0804_1
17. Connor, C. M., Morrison, F. J. and Slominski, L. 2006. Preschool instruction children's emergent literacy growth. Journal of Educational Psychology, 98: 665-689. doi:10.1037/0022-0663.98.4.665
18. Cooper, H., Nye, B., Charlton, K., Lindsay, J. and 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.
19. Cudeck, R. 1996. Mixed-effects models in the study of individual differences with repeated measures data. Multivariate Behavioral Research, 31: 371-403. doi:10.1207/s15327906mbr3103_6
20. Cunningham, A. E. and Stanovich, K. E. 1993. Children's literacy environments and early word recognition subskills. Reading and Writing: An Interdisciplinary Journal, 5: 193-204. doi:10.1007/BF01027484
21. Downey, D. B., von Hippel, P. T. and Broh, B. A. 2004. Are schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review, 69: 613-636.
22. Duncan, G. J., Yeung, W. J., Brooks-Gunn and Smith, J. R. 1998. How much does childhood poverty affect life chances of children?. American Sociological Review, 63: 406-423.
23. Francis, D. J., Snow, C. E. and August, D. 2006. Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10: 301-322. doi:10.1207/s1532799xssr1003_6
24. Gillon, G. 2000. The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31: 126-141.
25. Gormley, W. T., Gayer, T., Phillips, D. and Dawson, B. 2005. The effects of universal pre-k on cognitive development. Developmental Psychology, 41: 872-884. doi:10.1037/0012-1649.41.6.872
26. Gough, P. B., Hoover, W. A. and Peterson, C. L. 1996. Some observations on a simple view of reading, Mahwah, NJ: Erlbaum.
27. Hamre, B. K. and Pianta, R. C. 2005. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development, 76: 949-967. doi:10.1111/j.1467-8624.2005.00889.x
28. Hill, C. J., Bloom, H. S., Black, A. R. and Lipsey, M. W. 2007. Empirical benchmarks for interpreting effect sizes in research, New York: MDRC.
29. Huttenlocher, J., Levine, S. and Vevea, J. 1998. Environmental input and cognitive growth: A study using time-period comparisons. Child Development, 69: 1012-1029.
30. Jaffe, L. E. 2009. Development, interpretation, and application of the W score and the relative proficiency index, Rolling Meadows, IL: Riverside. Woodcock-Johnson III Assessment Service Bulletin No. 11
31. Juel, C., Biancarosa, G., Coker, D. and Deffes, R. 2003. Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, 60: 12-18.
32. Justice, L. M., Bowles, R. P., Pence Turnbull, K. L. and Skibbe, L., E. 2009. School readiness among children with varying histories of language difficulties. Developmental Psychology, 45: 460-476. doi:10.1037/a0014324
33. Kaplan, D. and Walpole, S. 2005. A stage-sequential model of reading transitions: Evidence from the Early Childhood Longitudinal Study. Journal of Educational Psychology, 97: 551-563. doi:10.1037/0022-0663.97.4.551
34. Karoly, L. A., Kilburn, R., Bigelow, J. H., Caulkins, J. P. and Cannon, J. S. 2001. Assessing costs and benefits of early childhood intervention programs: Overview and applications to the starting early, starting smart program, Santa Monica, CA: RAND.
35. Keenan, J. M., Betjemann, R. S. and Olson, R. K. 2008. Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12: 281-300.
36. La Paro, K. M., Kraft-Savre, M. and Pianta, R. G. 2003. Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education, 17: 147-158.
37. Leppänen, U., Niemi, P., Aunola, K. and Nurmi, J. 2004. Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39: 72-93. doi:10.1598/RRQ.39.1.5
38. Magnuson, K. A., Ruhm, C. and Waldfogel, J. 2007. The persistence of preschool effects: Do subsequent classroom experiences matter?. Early Childhood Research Quarterly, 22: 18-38. doi:10.1016/j.ecresq.2006.10.002
39. Matthews, J. S., Kizzie, K. T., Rowley, S. J. and Cortina, K. 2010. African Americans and Boys: Understanding the literacy gap, tracing academic trajectories, and evaluating the role of learning-related skills. Journal of Educational Psychology, 102: 757-771.
40. McArdle, J. J. 1986. Latent variable growth within behavior genetic models. Behavior Genetics, 16: 163-200. doi:10.1007/BF01065485
41. McArdle, J. J. 1988. Dynamic but structural equation modeling of repeated measures date, New York, NY: Plenum.
42. McCoach, B. D., O'Connell, A. A., Reis, S. M. and Levitt, H. A. 2006. Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school. Journal of Educational Psychology, 98: 14-28. doi:10.1037/0022-0663.98.1.14
43. McGrew, K. S., Schrank, F. A. and Woodcock, R. W. 2007. Woodcock Johnson III normative update: Technical manual, Rolling Meadows, IL: Riverside.
44. McMahon, R., Richmond, M. G. and Reeves-Kazelskis, C. 1998. Relationships between kindergarten teachers' perceptions of literacy acquisition and children's literacy involvement and classroom materials. Journal of Educational Research, 91: 173-182.
45. Meredith, W. and Tisak, J. 1990. Latent curve analysis. Psychometrika, 55: 107-122. doi:10.1007/BF02294746
46. Morrison, F. J., Griffith, E. M. and Frazier, J. A. 1996. Schooling and the 5 to 7 shift: A natural experiment, Chicago, IL: University of Chicago Press.
47. Morrison, F. J., Smith, L. and Dow-Ehrensberger, M. 1995. Education and cognitive development: A natural experiment. Developmental Psychology, 31: 789-799. doi:10.1037/0012-1649.31.5.789
48. O'Connor, R. E., Notari-Syverson, A. and Vadasy, P. F. 1996. Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63: 117-130.
49. Perline, R., Wright, B. D. and Wainer, H. 1979. The Rasch model as additive conjoint measurement. Applied Psychological Measurement, 3: 237-255.
50. Pianta, R. C. 2003. Editorial. Journal of School Psychology, 41: 99-100. doi:10.1016/S0022-4405(03)00027-X
51. Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D. and Barbarin, O. 2005. Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied Developmental Science, 9: 144-159. doi:10.1207/s1532480xads0903_2
52. Rasch, G. 1980. Probabilistic models for some intelligence and attainments tests, Expanded, Chicago, IL: University of Chicago Press. Original work published 1960
53. Rimm-Kaufman, S. and Pianta, R. C. 2000. An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21: 491-511. doi:10.1016/S0193-3973(00)00051-4
54. Roberts, J., Jurgens, J. and Burchinal, M. 2005. The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48: 345-359. doi:10.1044/1092-4388(2005/024)
55. Rogosa, D. R. and Willett, J. B. 1985. Understanding correlates of change by modeling individual differences in growth. Psychometrika, 50: 203-228. doi:10.1007/BF02294247
56. Scanlon, D. M. and Vellutino, F. R. 1996. Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study. Mental Retardation and Developmental Disabilities Research Reviews, 2: 54-63. doi:10.1002/(SICI)1098-2779(1996)2:13.0.CO;2-X
57. Scarborough, H. S. 1998. Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming and IQ. Annals of Dyslexia, 48: 115-136. doi:10.1007/s11881-998-0006-5
58. Sénéchal, M., LeFevre, J., Hudson, E. and Lawson, P. 1996. Knowledge of picture books as a predictor of young children's vocabulary. Journal of Educational Psychology, 88: 520-536. doi:10.1037/0022-0663.88.3.520
59. Singer, J. D. and Willett, J. B. 2003. Applied longitudinal data analysis, New York, NY: Oxford University Press.
60. Skibbe, L. E., Connor, C. M., Morrison, F. J. and Jewkes, A. M. 2011. "Schooling effects on preschoolers' self-regulation, early literacy, and language growth". In Early Childhood Research Quarterly, 26 42-49.
61. Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L. and Bowles, R. P. 2008. Reading trajectories of children with language difficulties from preschool through grade five. Language, Speech, and Hearing Services in Schools, 39: 475-486. doi:10.1044/0161-1461(2008/07-0016
62. Skibbe, L. E., Hindman, A. M., Connor, C. M., Housey, M. T. and Morrison, F. J. 2010. Pre-kindergarten and kindergarten schooling effects on children's literacy and mathematic skills Manuscript under review
63. Skibbe, L. E., Justice, L. M., Zucker, T. A. and McGinty, A. S. 2008. Relations among maternal literacy beliefs, home literacy practices, and the early literacy skills of preschoolers with specific language impairment. Early Education and Development, 19: 68-88.
64. Son, S. H. and Morrison, F. J. 2010. The nature and impact of changes in home learning environment on growth of language and academic skills in preschool children. Developmental Psychology, 46: 1103-1118.
65. Stone, S. J. and Christie, J. F. 1996. Collaborative literacy learning during sociodramatic play in a multiage (K-2) primary classroom. Journal of Research in Early Childhood Education, 10: 123-133.
66. Storch, S. A. and Whitehurst, G. J. 2002. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38: 934-947. doi:10.1037/0012-1649.38.6.934
67. Swanborn, M. S. L. and de Glopper, K. 1999. Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69: 261-285. doi:10.3102/0034654306900326
68. Torgeson, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T. and Garvin, C. 1999. Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91: 579-593. doi:10.1037/0022-0663.91.4.579
69. Wong, V. C., Cook, T. D., Barnett, W. S. and Jung, K. 2008. An effectiveness-based evaluation of five state pre-kindergarten programs. Journal of Policy Analysis and Management, 27: 122-154. doi:10.1002/pam.20310
70. Woodcock, R.W., Mather, N. and McGrew, K. S. 2001. Woodcock-Johnson III Tests of Achievement: Examiner's manual, Itasca, IL: Riverside.