Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation.

By D. J. Hernandez. 2011

644 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f3bdbc47938a7aa90c707ea47224b6d8f6b62a3a

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Citations in the corpus

The Negative Consequences of Overambitious Curricula in Developing Countries (2012, background): “First, by building a simple artificial world we know completely and precisely how 9 For example, even in the USA, a study finds that students who aren’t reading proficiently by grade 3 are four times more likely than proficient readers to drop out before finishing grade 12 (Hernandez, 2011).”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “They also may have gaps in knowledge or proficiency on other language and literacy measures, leading to later deficits in academic achievement (Hernandez, 2012; Lesaux, Kieffer, Kelley, & Harris, 2014).”
Upping the Ante of Text Complexity in the Common Core State Standards (2013, background): “The level of third-grade reading that predicted high school completion in the Hernandez (2011) study falls far below current expectations.”
Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial (2017, background): “…face educational challenges, including low achievement across reading, writing, history, mathematics, and other academic areas (Lesaux, Kieffer, Kelley, & Harris, 2014; Snow & Uccelli, 2009), and are at a disproportionately high risk for school dropout (Hernandez, 2012; Kennelly & Monrad, 2007).”
Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000. (2014, methodology): “3 Hernandez (2011); Reynolds et al. (2002). 4 NICHD (2000); National Early Literacy Panel (2008).”