Contextualizing Ontario’s Reading Achievement Trajectories From Early Childhood Through High School (Poster 27)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Research in Reading and Literacy Poster Session 1

Abstract

This study examined the kindergarten predictive factors of literacy achievement trajectories from grade 3 through high school in a bioecological framework that includes pre-reading linguistic and cognitive skills, gender, language use in the home, and neighbourhood SES. Findings shed light on the influence of various factors at different levels (individual, home, and neighborhood) on reading achievement over time. Among factors examined, "low or at risk in language and cognition" assessed in kindergarten emerged as the most substantial risk for children's long-term literacy development. The multilingual home indicator emerged as the strongest protective factor, surpassing above-median SES and gender (girl). Further complexity was found with some attenuation of positive predictors when interacting. Implications focus on educational equity and responsible data use.

Authors

• Jeanne Sinclair, Memorial University of Newfoundland

• Ling Li, University of Prince Edward Island

• Scott Davies, University of Toronto - OISE

• Magdalena Janus, McMaster University