Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties

Research output: Contribution to journalArticle

Abstract

Educators have growing concerns about students who learn to read proficiently by third grade but fall behind in later grades. This study investigates the prevalence of "late-emerging" reading difficulties among English language learners (ELLs) and native English speakers from diverse socioeconomic backgrounds, using longitudinal data on a nationally representative sample of U.S. students. Results indicate that substantial proportions of both groups develop difficulties during the upper elementary and middle school grades. ELLs and students from low socioeconomic backgrounds are at significantly elevated risk for late-emerging difficulties; ELLs and non-ELLs from similar socioeconomic backgrounds are at similar risk.

Original languageEnglish (US)
Pages (from-to)484-486
Number of pages3
JournalEducational Researcher
Volume39
Issue number6
DOIs
StatePublished - 2010

Fingerprint

English language
social status
school grade
student
elementary school
educator
language
Group

Keywords

  • achievement gap
  • at-risk students
  • longitudinal studies
  • reading

ASJC Scopus subject areas

  • Education

Cite this

Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties. / Kieffer, Michael J.

In: Educational Researcher, Vol. 39, No. 6, 2010, p. 484-486.

Research output: Contribution to journalArticle

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