Early Reading Development and NAEP Performance in Grade 4

• In Event: Critical Issues in Literacy Research 2

Abstract

Using the overlap sample of the Early Childhood Longitudinal Study—Kindergarten Class of 2010-2011 (ECLS-K:2011) and the National Assessment of Educational Progress (NAEP) grade 4, this study investigates the reading development trajectories based on data from grades K to 3 on the ECSL-K:2011 assessments, to identify students who are at-risk for performing below Basic on the 2015 grade 4 NAEP reading assessment based on their reading growth trajectories in primary grades. Five latent classes were identified based on piecewise growth mixture modeling. Latent class membership will be used to predict student performance on the 2015 grade 4 NAEP reading assessment, allowing for the potential early identification of students most at risk to perform below Basic on NAEP.
 

Authors

• Bitnara Jasmine Park, American Institutes for Research

• Yuan Zhang, American Institutes for Research

• Eva Yujia Li, Yale University

• Andrew Eldon Furman Iverson, Washington State University - Pullman

• Xiaying Zheng, American Institutes for Research