Language and Early Literacy Growth in Preschool-Aged Students

• In Event: Poster Session 6
  In Poster Session: The Interplay of Math, Science, and Literacy I

Abstract

The purpose of this study was to explore the growth of early reading skills in preschool-aged students as measured by the Individual Growth and Development Indicators, and to assess ways in which select student characteristics and growth were related. Using data on 943 preschool students, linear mixed-effects regression was used to estimate student growth across three benchmark periods (fall, winter, spring). Results indicated that student age, sex, and free-and reduced-priced lunch eligibility significantly predicted student ability across language and early literacy domains, but did not significantly affect student growth rates. These findings have implications for designing interventions that differentially affect rates of growth for lower-performing students, and ongoing work on measures that can monitor student’s progress throughout the year.

Authors

• Aleksis P Kincaid, University of Minnesota - Twin Cities

• Scott McConnell, University of Minnesota

• Greg Feldmann, Iowa Department of Education