Kindergarten Children’s Growth Trajectories in Reading and Mathematics Who Falls Increasingly Behind?

• Published in: Journal of learning disabilities Vol. 44; no. 5; pp. 472 - 488
• Main Authors: Morgan, Paul L., Farkas, George, Wu, Qiong
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2011; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Achievement Gap; African American Students; African Americans; Authors; Behavior Problems; Child; Childhood; Children; Early Childhood Longitudinal Survey; Educational Measurement; Educational Status; Elementary schools; Falls; Female; Humans; Kindergarten; Kindergarten students; Kindergartens; Language Acquisition; Language disordered children; Language disorders; Language Impairments; Learning Disabilities; Learning disabled children; Learning Disorders - etiology; Longitudinal Studies; Low Achievement; Male; Mathematics; Mathematics - education; Mathematics Achievement; Mathematics Skills; Neighborhood; Only children; Parent Background; Reading; Reading ability; Reading Achievement; Reading comprehension; Reading Skills; Socioeconomic Status; Special education; Specific Language Impairment; Speech; Young Children; reading; learning disabilities; growth trajectories; speech language impairment; mathematics

The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether th...