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

By Michael J. Kieffer. 2010

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3e5ea58ce3e7dd03265f0bda7b6b814bc0d82191

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Converging Trajectories (2011, background): “…instructional weaknesses that constrain these learners’ English reading development, along with comparative research that identifies the extent to which such weaknesses are also common among their native Englishspeaking classmates from similar SES backgrounds (e.g., Lesaux & Kieffer, 2010).”
Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial (2017, methodology): “Further, substantial numbers of ELs demonstrate “late-emerging” reading difficulties, or reading problems that emerge after fourth grade (Kieffer, 2010).”
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, unknown): “Exploring Patterns of Latino/a Children’s School Readiness at Kindergarten Entry and their Relations with Grade 2 Achievement A pressing interest of American schools is promoting the academic success of all children, a goal that is tempered by the recognition that children from less-advantaged socia”
Why poor children are more likely to become poor readers: the early years (2014, background): “…the commencement of formal schooling (Molfese, Modglin, and Molfese 2003; Smart et al. 2008), through primary/elementary school (Feinstein and Bynner 2004; Hecht et al. 2000; Kieffer 2010; Lubienski and Crane 2010) and into high school (Organisation for Economic Cooperation and Development 2010).”
Effectiveness of Four Instructional Programs Designed to Serve English Learners (2015, background): “Although the size of these gaps may in part be confounded by socio-economic status, there are still strong associations between language status and academic performance even after controlling for socioeconomic status (Fuligni, 1997; Kieffer, 2010; Reardon & Galindo, 2009).”
Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement (2011, unknown): “Many of these variables, it should be noted, have been shown in previous research to be associated with student achievement and to influence the sorting of teachers into classroom assignments (eg, Darling-Hammond, 2004 ; Kainz & Vernon-Feagans, 2007 ; Kieffer, 2010 ).”
The Effectiveness of Reading Interventions for English Learners (2016, result): “These findings are consistent with evidence that English language proficiency has an impact on student outcomes particularly in the upper elementary grades (see Geva & Farnia, 2012; Kieffer, 2010).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “From third to eighth grade, low-SES students also had a higher risk of reading difficulties than did students from middle- or high-SES backgrounds (Kieffer 2010).”