Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District

Author ORCID Identifier

David Paige:https://orcid.org/0000-0003-2208-6784

Publication Title

Literacy Research and Instruction

ISSN

19388071

E-ISSN

19388063

Document Type

Article

Abstract

This cross-sectional study measures decoding and fluent reading skills of a random sample of 250 first- through third-grade students attending a high-SES school. Growth was compared between proficient and struggling readers with results showing the latter group significantly behind their higher attaining peers on all measures. When student attainment was compared to national norms, results revealed that students entering first grade as high-attaining had declined to average or below by the end of third grade, while the struggling reader group consistently lagged behind their proficient peers. These outcomes show that it is possible for high-attaining students to lose the advantage provided by their high-SES background.

First Page

1

Last Page

26

Publication Date

1-1-2020

DOI

10.1080/19388071.2020.1780653

Keywords

Decoding, early/Emergent literacy, fluency, struggling readers

Department

Department of Curriculum and Instruction (CI)

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