Growing readers : A hierarchical linear model of children's reading growth during the first 2 years of school

By D. McCoach, A. O’Connell, Sally M. Reis, Heather Levitt. 2006

247 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/df2b8755d5f0369c5f925e7f96352941d1bff112

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

1. Paul L. Morgan
2. George Farkas
3. M. Hillemeier
4. S. Maczuga

In Education

1. Paul L. Morgan
2. George Farkas
3. Sean F. Reardon
4. Katherine A. Magnuson
5. Christy L. Lleras
6. G. Duncan
7. Joshua Aronson
8. Terrell Lamont Strayhorn

Citations in the corpus

• Individual Differences in Reading Development (2014, unknown): “It thus seems that factors leading to Matthew effects in reading are less tied to characteristics of schools (at least in primary schools with less strict forms of tracking), and may be better explained by attributes of the students and their families themselves (McCoach et al., 2006).”
• Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “Lower socioeconomic status (SES) may play a particularly important role in explaining science achievement gaps, including those disproportionately experienced by racial-, ethnic-, and languageminority children (McCoach et  al., 2006; Reardon, 2011).”