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Longitudinal Predictors of Reading and Math Trajectories through Middle School for African American versus Caucasian Students across Two Samples

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Title: Longitudinal Predictors of Reading and Math Trajectories through Middle School for African American versus Caucasian Students across Two Samples
Language: English
Authors: Hooper, Stephen R., Roberts, Joanne, Sideris, John, Burchinal, Margaret, Zeisel, Susan
Source: Developmental Psychology. Sep 2010 46(5):1018-1029.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Page Count: 12
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Grade 3
Grade 5
Grade 8
Grade 9
Kindergarten
Middle Schools
Descriptors: African American Students, Early Reading, Expressive Language, Mathematics Skills, Language Skills, White Students, Racial Differences, Middle School Students, Elementary School Students, Longitudinal Studies, Predictor Variables, Reading Achievement, Mathematics Achievement, Comparative Analysis, Social Behavior, Student Behavior, Attention
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey
DOI: 10.1037/a0018877
ISSN: 0012-1649
Abstract: This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on potential differences in patterns of early predictors of later reading and math trajectories for African American versus Caucasian students. Predictor measures were selected at kindergarten, and the outcomes included standardized reading and math scores obtained from Grades 1, 3, 5, and 9 for the SECCYD sample, and Grades 3, 5, and 8 for the ECLS-K sample. Consistent with Duncan et al.'s findings, results reflect the relative contributions of early reading and math skills to later functioning in these respective academic domains for both samples, and there are indications for the importance of early expressive language skills to both reading and math in the SECCYD sample. Findings related to the power of social-behavioral predictors, however, are not consistent across samples. Although the SECCYD sample evidenced no such predictors, several interactions in the ECLS-K sample suggested the moderating effects of early ratings of aggressive behaviors and internalizing behaviors on later reading and math for African American students. The moderating effects of early teacher ratings of attention and internalizing behaviors for African American students as compared with Caucasian students in later math growth also were noted. The importance of early social-behavioral functions as related to later academic skills remains an important area of inquiry. (Contains 10 tables.)
Abstractor: As Provided
Number of References: 49
Entry Date: 2010
Accession Number: EJ897220
Database: ERIC
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IllustrationInfo
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  Data: Longitudinal Predictors of Reading and Math Trajectories through Middle School for African American versus Caucasian Students across Two Samples
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  Data: <searchLink fieldCode="AR" term="%22Hooper%2C+Stephen+R%2E%22">Hooper, Stephen R.</searchLink><br /><searchLink fieldCode="AR" term="%22Roberts%2C+Joanne%22">Roberts, Joanne</searchLink><br /><searchLink fieldCode="AR" term="%22Sideris%2C+John%22">Sideris, John</searchLink><br /><searchLink fieldCode="AR" term="%22Burchinal%2C+Margaret%22">Burchinal, Margaret</searchLink><br /><searchLink fieldCode="AR" term="%22Zeisel%2C+Susan%22">Zeisel, Susan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Sep 2010 46(5):1018-1029.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: Y
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  Data: 12
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  Data: 2010
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink>
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  Data: 10.1037/a0018877
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  Data: This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on potential differences in patterns of early predictors of later reading and math trajectories for African American versus Caucasian students. Predictor measures were selected at kindergarten, and the outcomes included standardized reading and math scores obtained from Grades 1, 3, 5, and 9 for the SECCYD sample, and Grades 3, 5, and 8 for the ECLS-K sample. Consistent with Duncan et al.'s findings, results reflect the relative contributions of early reading and math skills to later functioning in these respective academic domains for both samples, and there are indications for the importance of early expressive language skills to both reading and math in the SECCYD sample. Findings related to the power of social-behavioral predictors, however, are not consistent across samples. Although the SECCYD sample evidenced no such predictors, several interactions in the ECLS-K sample suggested the moderating effects of early ratings of aggressive behaviors and internalizing behaviors on later reading and math for African American students. The moderating effects of early teacher ratings of attention and internalizing behaviors for African American students as compared with Caucasian students in later math growth also were noted. The importance of early social-behavioral functions as related to later academic skills remains an important area of inquiry. (Contains 10 tables.)
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        Value: 10.1037/a0018877
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1018
    Subjects:
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Early Reading
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Mathematics Skills
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      – SubjectFull: Language Skills
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      – SubjectFull: White Students
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Social Behavior
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      – SubjectFull: Student Behavior
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      – SubjectFull: Attention
        Type: general
      – SubjectFull: Early Childhood Longitudinal Survey
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    Titles:
      – TitleFull: Longitudinal Predictors of Reading and Math Trajectories through Middle School for African American versus Caucasian Students across Two Samples
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