Amolo emmanuel N
Improving Early Reading Skills for Children in Poverty (
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| Improving Early Reading Skills for Children in Poverty (See: UNC – FPG CHILD DEVELOPMENT INSTITUTE)
The study examined reading development from kindergarten to third grade for 1,913 economically disadvantaged children, considering four levels of variables that are influencing factors – child, family, classroom, and school. The Children were assessed in basic reading skills, vocabulary and comprehension, while each variable category provided information to be used as data for analysis and observations. The researchers based their study on the hypothesis that if students are provided quality, evidence-based lessons by good teachers, they would perform better in reading. They sought to enquire if it took more than quality teaching to help low-income children learn to read, since many of them in minority and over-populated schools underperformed even after all noted variables were provided. The study found that while child and family characteristics were better predictors of initial reading skills at kindergarten entry, they did not predict reading development through third grade. The study also found out that low-funded schools negatively affect children’s reading performance; and so also does an over-populated school. However, it confirmed that children who attended full-day kindergarten had enhanced reading performance at the end of kindergarten, while those who shared any form of continued reading practices at home, and who had their parents tell a bedtime story to them before they go to bed, tend to be encouraged to want to read about something new, so that they too can contribute in telling stories at home. Download 261.2 Kb. Share with your friends:
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