Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties
Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties
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DOI：
10.3102/0013189x10378400
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发表时间：
2010-08-01
影响因子：
8.2
通讯作者：
Kieffer, Michael J.
中科院分区：
文献类型：
--
作者：
Kieffer, Michael J.
一些学生在三年级就能熟练地阅读，但在以后的年级却落后了，教育工作者越来越担心这种情况。本研究调查了来自不同社会经济背景的英语学习者（ELLs）和以英语为母语的人的“迟发性”阅读困难的普遍程度，使用了美国学生全国代表性样本的纵向数据。结果表明，这两个群体中有相当大比例的人在小学高年级和初中阶段出现了困难。ELLs和来自低社会经济背景的学生在后期出现困难的风险显着增加；来自相似社会经济背景的ell和非ell的风险相似。
Educators have growing concerns about students who learn to read proficiently by third grade but fall behind in later grades. This study investigates the prevalence of "late-emerging" reading difficulties among English language learners (ELLs) and native English speakers from diverse socioeconomic backgrounds, using longitudinal data on a nationally representative sample of U. S. students. Results indicate that substantial proportions of both groups develop difficulties during the upper elementary and middle school grades. ELLs and students from low socioeconomic backgrounds are at significantly elevated risk for late-emerging difficulties; ELLs and non-ELLs from similar socioeconomic backgrounds are at similar risk.