Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

Janette E. Herbers, J. J. Cutuli, Laura M. Supkoff, David Heistad, Chi Keung Chan, Elizabeth Hinz, Ann S. Masten

Research output: Contribution to journalArticle

79 Citations (Scopus)

Abstract

This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM nor low income. Socioeconomic risk and oral reading ability in first grade predicted growth of reading and math achievement in Grades 3 through 8. Risk status predicted achievement beyond the effects of early reading scores and also moderated the prediction of later growth in reading achievement from early oral reading. Results underscore the early emergence and persistence of achievement gaps related to poverty, the high and accumulating risk for HHM students, and the significance of oral reading in first grade as both an early indicator of risk and a potential protective factor.

Original languageEnglish (US)
Pages (from-to)366-374
Number of pages9
JournalEducational Researcher
Volume41
Issue number9
DOIs
StatePublished - Dec 1 2012

Fingerprint

homelessness
academic achievement
poverty
student
school grade
meals
persistence
low income
ability

Keywords

  • achievement
  • at-risk students
  • disparities
  • longitudinal studies
  • poverty
  • reading

Cite this

Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility. / Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi Keung; Hinz, Elizabeth; Masten, Ann S.

In: Educational Researcher, Vol. 41, No. 9, 01.12.2012, p. 366-374.

Research output: Contribution to journalArticle

Herbers, Janette E. ; Cutuli, J. J. ; Supkoff, Laura M. ; Heistad, David ; Chan, Chi Keung ; Hinz, Elizabeth ; Masten, Ann S. / Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility. In: Educational Researcher. 2012 ; Vol. 41, No. 9. pp. 366-374.
@article{91e699bea1ae48e69a757b614dc7d864,
title = "Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility",
abstract = "This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM nor low income. Socioeconomic risk and oral reading ability in first grade predicted growth of reading and math achievement in Grades 3 through 8. Risk status predicted achievement beyond the effects of early reading scores and also moderated the prediction of later growth in reading achievement from early oral reading. Results underscore the early emergence and persistence of achievement gaps related to poverty, the high and accumulating risk for HHM students, and the significance of oral reading in first grade as both an early indicator of risk and a potential protective factor.",
keywords = "achievement, at-risk students, disparities, longitudinal studies, poverty, reading",
author = "Herbers, {Janette E.} and Cutuli, {J. J.} and Supkoff, {Laura M.} and David Heistad and Chan, {Chi Keung} and Elizabeth Hinz and Masten, {Ann S.}",
year = "2012",
month = "12",
day = "1",
doi = "10.3102/0013189X12445320",
language = "English (US)",
volume = "41",
pages = "366--374",
journal = "Educational Researcher",
issn = "0013-189X",
publisher = "SAGE Publications Inc.",
number = "9",

}

TY - JOUR

T1 - Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

AU - Herbers, Janette E.

AU - Cutuli, J. J.

AU - Supkoff, Laura M.

AU - Heistad, David

AU - Chan, Chi Keung

AU - Hinz, Elizabeth

AU - Masten, Ann S.

PY - 2012/12/1

Y1 - 2012/12/1

N2 - This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM nor low income. Socioeconomic risk and oral reading ability in first grade predicted growth of reading and math achievement in Grades 3 through 8. Risk status predicted achievement beyond the effects of early reading scores and also moderated the prediction of later growth in reading achievement from early oral reading. Results underscore the early emergence and persistence of achievement gaps related to poverty, the high and accumulating risk for HHM students, and the significance of oral reading in first grade as both an early indicator of risk and a potential protective factor.

AB - This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM nor low income. Socioeconomic risk and oral reading ability in first grade predicted growth of reading and math achievement in Grades 3 through 8. Risk status predicted achievement beyond the effects of early reading scores and also moderated the prediction of later growth in reading achievement from early oral reading. Results underscore the early emergence and persistence of achievement gaps related to poverty, the high and accumulating risk for HHM students, and the significance of oral reading in first grade as both an early indicator of risk and a potential protective factor.

KW - achievement

KW - at-risk students

KW - disparities

KW - longitudinal studies

KW - poverty

KW - reading

UR - http://www.scopus.com/inward/record.url?scp=84870942546&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84870942546&partnerID=8YFLogxK

U2 - 10.3102/0013189X12445320

DO - 10.3102/0013189X12445320

M3 - Article

VL - 41

SP - 366

EP - 374

JO - Educational Researcher

JF - Educational Researcher

SN - 0013-189X

IS - 9

ER -