Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample

By Madhabi Chatterji. 2006

430 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c5c3aa9051756508821d8a82897cb94c3d902930

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Citations in the corpus

Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes (2010, methodology): “As current results contradicted earlier findings, which suggested that reading skill differences grow larger as reading skills develop (e.g., Camarata & Woodcock, 2006; Chatterji, 2006; Gates, 1961; Klecker, 2006), future researchers should address external validity limitations using larger, nationa”
Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, result): “Recent studies have shown that girls have higher average reading scores in comparison with boys; in contrast boys have higher average mathematics scores in comparison with girls (Chatterji, 2005, 2006; Ready, LoGerfo, Burkham, & Lee, 2005).”
An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children (2011, background): “Research has also found that children living in poverty—from all ethnic groups—perform worse in mathematics than their nonimpoverished peers (Chatterji, 2006; Chernoff, Flanagan, McPhee, & Park, 2007).”
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “Children’s earlier levels of achievement are known to be highly predictive of later levels of achievement (Chatterji, 2006; Duncan et al., 2007; Morgan, Farkas, & Wu, 2009).”
Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story (2008, background): “The family plays an important role in school success: Reading to children at home, parent involvement in school, and regular school attendance promote student achievement (Barton & Coley, 2007; Chatterji, 2006; RAND Labor and Population, 2005).”
Why poor children are more likely to become poor readers: The school years (2013, background): “The potential for high-quality reading instruction to attenuate the relationship between literacy and socioeconomic disadvantage is evident in several studies (Chatterji, 2006; Magnuson, Ruhm, & Waldfogel, 2007).”
Converging Trajectories (2011, methodology): “…(NCES) in data sets previously released (i.e., between 2001 and 2006) and used in many of the prior studies that have utilized growth modeling with Early Childhood Longitudinal Study–Kindergarten (ECLS-K) data (e.g., Chatterji, 2006; Kieffer, 2008; McCoach, O’Connell, Reis, & Levitt, 2006).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “Reports from large-scale studies including the ECLS-K and the National Assessment of Educational Progress (NAEP) find that girls outperform boys in literacy while boys outperform girls in mathematics (Chatterji, 2006; NAEP, 2007).”
The Constraints of Poverty on High Achievement (2008, background): “…more books in the home, have already learned how to use computers, and have had differing patterns of interactive reading and conversation than those children from families with less education and fewer resources (Bianchi & Robinson, 1997; Chatterji, 2006; West, Denton & Germino-Hausken, 2000).”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Despite these efforts, many children exhibit reading difficulties, with trajectories becoming highly stable after first grade (Chatterji, 2006; Juel, 1988; National Assessment for Educational Progress, 2005).”
Investigating gender differences in reading (2010, background): “language, verbal ability, pre-reading skills, IQ) have been shown to be strongly related to children’s early and later reading development (Butler et al. 1985; Stevenson and Newman 1986; Muter et al. 1998; Gallagher, Frith, and Snowling 2000; Kurdek and Sinclair 2001; Chatterji 2006).”
Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development (2011, background): “Yet many children in poverty have limited access to high-quality preschool experiences and, as a result, begin formal schooling with fewer language and preliteracy skills than more affluent peers (Chatterji, 2006; Huston et al., 2001; Lee & Burkham, 2002).”
Conflict in the Classroom: Gender Differences in the Teacher–Child Relationship (2008, background): “Current data indicate that as early as kindergarten and first grade, gender moderates early language and literacy skills regardless of racial or socioeconomic status (Chatterji, 2006).”