Abstract
To estimate the overall relationship between teachers' outreach efforts and the reading achievement of diverse kindergartners over the school year, multilevel modeling techniques were applied using a large sample of kindergarten students. The results showed that in schools with greater outreach efforts by teachers, there were sharper gains in the reading scores of students with low initial reading ability and students who frequently read outside of school. Minority students with low initial reading ability did not show much gain in schools where teachers engaged more in outreach. These findings demonstrate that teacher outreach efforts, student minority status, and reading outside of school were related to kindergartners' gains in reading skills, and distinguished the reading skills students carry with them to elementary school. Implications and methodological issues for future study are also addressed.
Highlights
Follow this and additional works at: https://surface.syr.edu/cfs Part of the Child Psychology Commons, and the Educational Assessment, Evaluation, and Research
To fill the gap in the literature, we examined the relationships between indicators of teachers’ outreach efforts and students’ background characteristics with two types of outcomes: (1) kindergarten students’ reading achievement over the year and (2) the relationship between initial reading ability and reading achievement at the end of the kindergarten year
This analysis was concerned with estimating the difference in kindergarten students’ reading learning in association with teacher characteristics in schools where the teachers are involved in outreach efforts
Summary
Follow this and additional works at: https://surface.syr.edu/cfs Part of the Child Psychology Commons, and the Educational Assessment, Evaluation, and Research. This article was downloaded by: [Eunjoo Jung] On: 05 January 2013, At: 12:14 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK. To cite this article: Eunjoo Jung & Heejeong Sophia Han (2013): Teacher Outreach Efforts and Reading Achievement in Kindergarten, Journal of Research in Childhood Education, 27:1, 93-110. This article may be used for research, teaching, and private study purposes. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material
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