Authors/Contributors

Eunjoo JungFollow
Heejeong S. Han

Document Type

Article

Date

2013

Embargo Period

4-19-2014

Keywords

reading achievement, kindergarten, teacher outreach

Language

English

Disciplines

Child Psychology | Educational Assessment, Evaluation, and Research

Description/Abstract

To estimate the overall relationship between teachers’ outreach efforts and the reading achievement of diverse kindergarteners over the school year, multilevel modeling techniques were applied using a large sample of kindergarten students. The results showed that, in schools with greater outreach efforts by teachers, there were sharper gains in the reading scores of students with low initial reading ability and students who frequently read outside of school. Minority students with low initial reading ability did not show much gains in schools where teachers engaged more in outreach. These findings demonstrate that teacher outreach efforts, student minority status, and reading outside of school were related with kindergarteners’ gains in reading skills, and distinguished the reading skills students carry with them to elementary school. Implications and methodological issues for future study are also addressed.

Source

http://www.tandfonline.com/doi/full/10.1080/02568543.2012.739590

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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