ERIC EJ1098420: Beyond ORF: Student-Level Predictors of Reading Achievement

2013·0.83 MB·English

by  ERIC

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
Wamba (2011) ascertains the concern over proficient in reading by 8th grade and only
children and reading in the following: 56% of Hispanic high school students are
“Reading and writing are passports to proficient in reading compared to 81% and
achievement in many other curricular areas, 78% respectively for Whites.
and literacy education plays an important
role in moving people out of poverty toward Achievement gaps can be attributed to a
Beyond ORF: Student-Level Predictors of Reading Achievement
greater self-sufficiency post-graduation. variety of factors. Certainly, the dominance
Schools and home environments share of monolinguistic, white female teachers in
responsibility for literacy skill development” education may have play a role in the ability
(p. 8). to connect with diverse groups of students
A uthor Info: (Ball & Tyson, 2011; Darling-Hammond &
A student does not come to the classroom a Bransford, 2005). Some studies have
Ablnagnekl as lIa. tCea, nhtoow, Eedvuecr,a tbiuotn aisl Prisdydclheodl owgiyth a nd Learnings Suygsgteemstesd, F tlhoarti dvaa rSitaabtlee Us noifv ienrcsoitmy;e B, rpialerye nEt.a l
Pexropcetroier,n Ecdeus cthataito snhaal pPes ythcheo sltougdye nantsd’ Learning Systemesd, Fulcoartiidoan Satnadte o Ucncuivpeartsiiotny;, Aanlidci aim Lm. Sihgarfaetrio, n
Educational Psychology and Learning Systems, Florida State University.
approach to school, ability to perform, and status may play a role in Hispanic students’
comprehension. Research indicates that reading development (Grouws, 1992; Pond,
Briley E. Proctor is now at Bainbridge Island School District in Bainbridge Island, WA.
parental involvement in a students’ 1999). Understanding the factors that hinder
The authors would like to specifically acknowledge and thank the participating volunteer reading
schooling can greatly impact how the child or support literacy development is important
coaches, school psychologists, and school district personnel where data were collected. This
succeeds (Auerbach, 1997; Gaitan, 2012; as research has indicated a link between
manuscript is based on data and analyses from the first author’s doctoral dissertation.
Ortiz, 2004). literacy development and achievement later
on in life (Billings, 2009; Dickinson &
Correspondence regarding this manuscript should be addressed to Angela Canto, Educational
PBseyccahuosleo greya &d iLnega arnndin lgi tSeyrsatceym asr,e 3 i2m1p0o Srttoannte Building,T PaOb oBrosx, 23000624;4 H53e,r bTaelrlsa heta sasl.e,e 2, 0F1L2 ).
to understandings in the field of education,
32306-4453. Email: [email protected]
this study will focus on the analysis of data
relating to reading achievement scores of Family involvement is one aspect that this
Hispanic students and aspects of personal Abstractstudy aims to look at more closely. Family
background that may affect a students’ may play an instrumental role in literacy
Tschoisre s. t uItd iys eimxpploorrteadn ts ttou dceonnts-ildeevre lt hper edictors of readdinevge alocphmieveenmt aemnto namg cohnigld trheinr d( Bgirlalidneg sr,e gular
estduudceanttiso nth astt umdaeknets u. pP rtheed ipcotoprusl aitnioclnu dine do usrt udent de2m00o9gr; aOprhtiiczs, 2(0se0x4 ; aWndh isteohcuiorestc oent oalm., i1c 9s8t8a)t.u s
(nSaEtiSo)n, ’uss cinlags sfrroeeo mans.d Trehdeu Uce.Sd . liusn ocnh aa s proxy for SESM),o dreiroevcet ro, ba sfearmvailtyio’sn sin ocfo rmeea dcianng asfkfiollrsd (foorra l
reading fluency (ORF) and word decoding skill (nonsense word fluency/NWF), and academic history
trajectory to continue to become additional opportunities for learning or be
(number of prior grade retentions (retentions), Reading/Language Arts grades (reading grade),
increasingly diverse (Ball & Tyson, 2011; restricted by financial implications. Poverty
and attendance rate. Hierarchical linear regression results indicated that ORF and reading grade
Boske & Benavente-McEnery, 2010). is a great issue facing many students today.
were statistically significant predictors of high-stakes reading achievement for this sample (model
Hispanics, especially, are the group of Berliner (2006) points out that poverty is the
R2=.631). Results replicated previous findings of the predictive value of ORF, above and beyond
individuals that are the fastest growing issue that is most plaguing student
economic disadvantage and highlighted the influence of low reading grades as an additional key
subset of the U.S. population (Hemphill & achievement and that students of urban
predictor of poor reading achievement, with effect above and beyond that of ORF alone.
Vanneman, 2011; Humes, Jones, & Ramirez minority and poor students are below that of
Keywords:
2011; Kober, 2010). Moreover, their middle-class white peers. “A majority
approximately 12% of people age five and of school-age Latino children are
oral reading fluency, reading, prediction, achievement
over in the U.S. are Hispanic (Robinson, economically disadvantaged. More than
2008). Some research indicates that there is one-fourth (27%) come from families with
an achievement gap between White students incomes below the poverty level, and
and Hispanic students (Robinson, 2008; another 33% are near poor” (Kober, 2010, p.
Rojas-LeBouef & Slate, 2012; Lopez et. al, 3).
2007). Kober (2010) cites that by eighth
grade, Hispanic students are only 58%

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Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
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“Reading and writing are passports to p(Troinfidcaiel,n Mt ianr sretoand,i n&g Dcoemnop,a 1re9d8 3to a 8s 1c%ite adn idn
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falnude nlittleyr a(accyc eudrautcealtyi,o qnu piclakylsy ,a ann idm wpoitrht ant r esearchers have concluded that ORF
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(npe.e 8d)e.d for prompt comprehension of the tpor occoendnuercets w apitphe dairv teor speo gssreosusp ms oofd setruadtee ntots
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2

138
Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
vWaraimanbcae ( t2o0 t1h1e) parsecdeirctatiionns othfe r ecaodnicnegr n over pskroilfli creieqnuti sinit er efaodr isnugc bceys 8s tohn g hraigdhe- astnadk eosn ly
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& Williams, 2002; Hixson & McGlinchey, (mBaayll h &av Te yustoilnit,y 2 f0o1r1 e; nDhaarnlciningg-H parmedmicotinodn &of
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1ex9p9e9r)i.e nRceecse tnhtalyt ,s hHaopsep t, hHe osstpu daenndt sD’ ole e ducation and occupation, and immigration
(a2p0p1ro1a) ccha ltloe ds cfhoor oald, daibtiiolintya lt ore pseerafrocrhm n,o atnindg sInta atudsd imtiaoyn ptola Oy Ra Fro alen din d Heciospdainngic, students’
tchoamt pwrheihleen tshieo np.r e Rdiecsteivaerc vha ilniddiitcya toefs OthRaFt rreeasedainrcgh deersv ealroep emnceonut r(aGgreodu wtos e, x1p9l9o2r;e Pond,
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sOurbtigzr,o 2u0p0s4” )(.p . 125). Hosp and colleagues liimteproacrtya ndceev eolfo upsminegn ta a mndu laticvhaireivaetem secnrte elantienrg
( 2011) suggest that the source of this omno idne ll iofef r(eBaidlliinngg sa,c 2h0ie0v9e;m Deinckt.i n Asot nth &is time,
“Bperceaduicseti vreea bdiiansg” ains dd ilfifteicruaclty t oa rpei nimpopionrtt.a nt Thoawboervse, r2, 0w0e2 ;k Hnoewrb elirtstl eet a ablo.,u 2t 0th1e2 )i.m pact of
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itnhcisl usdtuindgy twheil lp fooscsuibsi olinty t hthea at ndailfyfesrise nocfe dsa ta achievement. Other variables such as
wreelareti nthge t ore rseualdt ionfg a a pchriioervie dmeecnisti socnosr es of Fstaumdeilnyt si’n vreoaldvienmge gnrta idse os,n aet atesnpdeacnt cthea rta tthei,s
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sscuogrgee.s tIst tihs aitm itp oisr taa ngto tood c oovnesriadlel rp trheed ictor of dsteavkeelso premadenint ga macohniegv cehmilednret nsc (oBrielsl ianbgos,v e
sretuaddeinngts a tchhaite mveamkee nutp b tuhte t hpaotp cualauttiioonn imn aoyu rb e 2an0d0 9b;e Oyortnidz, t2h0a0t 4o;f WORhiFte. h Fuorsrt eexta aml.p, l1e9, 88).
nwaatriroann’tse cdl awshsreono imntse. r pTrhetei nUg. Sth. eis p orend aic tive Mresoeraerocvhe hr,a as fsahmowilyn’ os ninlyc oramree scuapnp aofrfto frodr f or
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i ndividuals that are the fastest growing idsisfufeer ethnacte iss hmavoes tb peleang udioncgu smtuednetendt on
sEufbfosretts o tfo tihme pUro.Sv.e p tohpeu plraetidoinct (ioHne mofp rheialld i&ng astcuhdieevnet mgreandte asn (dB tuhratst ,s Htuadret,n Ctsh oafr luersbwaonr th, &
Vacahnienvememanen, t2 b0y1 1th; eH iunmcleuss,i Joonn oefs ,o &th eRr amirez mDeinWoroiltfy, a1n9d9 3p)o aonr ds tgurdaednet sr eatreen btieolno w that of
2st0u1d1e;n Kt-loebveerl, v2a0r1ia0b).l e Ms hoarveeo vbeere, n rare. The t(hJiemire mrsiodnd,l eC-acrllassosn w, Rhiotete prte,e Ersg.e l“aAnd m, &aj ority
astpupdryo xbiym Hatoeslpy 1an2d% c oofl lpeaegoupeles a(2g0e 1f1iv)e, faonrd oSfr osucfheo,o 1l9-a9g7e; LMactiCnooy c &hi lRdreeynn aorled s, 1999).
oexvaemr ipnl eth, ea pUp.eSa.r sa rteo Hbeis tphaen iocn (lRy opbuibnlsisohne, d eAcdodniotimonicaalllyly, vdaisraiadbvlaens tsaugcehd .a sM gorared eths aann d
2re0p0o8r)t. e xSaommien irnegse tahrec hre ilnadtiiocnatsehsi pth baet ttwheeeren is opnrieo-rf ogurartdhe (r2e7te%n)ti coonms see fermom to f ahmavieli eins twuiittihv e
awno ardc hdieecvoedminengt s gkailpl bine ttwhieredn g Wradheit ea nsdtu tdheinrdts irnelcaotmioenss hbieplso ww itthhe r epaodvienrgty a lcehvieelv, eamnden t
agnradd He ihsipgahn-iscta sktuesd erneatsd i(nRgo abcinhsieovne, m20e0n8t.; aonvoetrhalelr; 3y3e%t, w ahree tnheearr t phoe oerf”f e(cKtso boef rt,h 2o0s1e 0, p.
RThoijsa si-sL seoBmoeuwefh a&t sSulrapteri,s 2in0g1 2b;e Lcaoupseez i et th. aasl , 3v)a.r i a bles explain additional significant
2lo0n0g7 )b.e eKno abregru (e2d0 t1h0a)t ,c iinte as dtdhiatti obny teoi gohrtahl variance over ORF is unknown.
greraaddien, gH filsupeannciyc, sdtuedcoednitns ga ries oanlsloy a5 8re%q uisite

3

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Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
IWn asmumbam (a2r0y1, 1th) ea spcuerrptaoisnes o tfh eth ceo pnrceesrenn to ver pstruodfiecnite ndte mino rgeraadpihnigc sb ya c8rtohs sg rtahdeese a dnids torinclty
scthuidldyr ewna as ntdh rreeeafdoilndg. iFni rtshte, wfoell wowerien g: 5re6g%io nosf ,H eissppeacniaicll yh iwghit hsc rheogoalr dst tuod eenthtsn iacr e
i “nRteereasdtiendg iann rde pwlircitaitnign ga reea rplaiesrs psoturdtsi etso on the pdrivoefircsiietyn ta innd r SeaEdSin (gu scionmg pfraeree da ntod 8re1d%uc aendd
pacrehdieicvteimone notf ihni gmha-sntya koetsh erre acduirnrgic ular areas, 7lu8n%ch r esstapteucst iavse aly p froorx Wy fhaimteisl.y income
aacnhdi elivteermaceyn te admucoantgio tnh iprlda ygsr aadne ismtupdoerntatns t i ndicator). Four elementary schools from
uroslien gin O mRoFv winhgi lpee ocopnlet rooullti nogf pfoorv setrutyd etonwt ard eAacchh ioefv ethmee fnivt eg adpisst rciacnt rbeeg iaottnrsib wuteerde to a
dgreematoegrr saeplhf-icsus f(feiccoiennocmy ipco dsits-agdravdaunatatigoen .a n d vreacrriuetiyte odf i nfa octrodresr. t oC ceartpaiitnallyiz, et hoen d tohme inance
sSecxh)o. o Slst uadnedn htso’m free ee navnidro rnemduecnetds sluhnarceh onfa tmuroanlloyl ioncgcuuisrrtiinc,g w ehthitnei cf eamnda lSe EteSa chers in
sretastpuosn wsiabsi luitsye dfo ar sl iat eprraocxyy s kfoilrl SdEevSe. l oIpt mwaesn t” evdauricaabtiiloitny mina yth hea dvieff pelraeyn ta g reoolge rianp thhiec aalb ility
h(py.p 8o)t.h esized that our findings would be tloo ccaotinonnesc.t Bwoitthh dhiivgehr saen dg rloouwp-sp oefr fsotrumdeinngts
c onsistent with those reported in earlier (sBchaollo &ls wTyitsho nre, s2p0e1c1t ;t oD satruldinegn-tHs’a smcomreosn do n&
iAn vsetustdiegnatt idoones so nno tth ceo pmreed tioc ttihvee cultaislistryo oofm a Bthrea npsrefovrido,u 2s 0y0e5a)r.’ s S sotamteew sitdued iheisg hha-svtea kes
OblRanFk, csloantetr,o hlloiwnge vfoerr ,s btuudt eisn tr iddedmleodg wraipthh ics. saussgegsessmteedn tt hwate rvea riniatbenletsio onfa ilnlyc osemleec, tpeadr eton tal
Sexepcoernidelnyc,e ws eth wata snhteadp et oth tee sstt uwdheentthse’r the eednusucraeti voanr aianbdi loitcyc uinp aatcihoine,v aenmde inmt msciogrreast.i o On f
ianpcplruosaiochn toof sac mhoeoals,u arbei olift ys ttuod peenrtf odremco, dainndg s2t0a tsucsh mooalys pinlavyit ead r,o 1le2 ipnr iHncisippaalnsi c students’
wcoomupldr ehheelnps tioo nim. pRreosveea rtchhe ipnrdeidciactteios nt hmato del, rseuabdsienqgu ednetvleyl oapgmreeendt t (oG praorutiwcisp, a1t9e 9in2 ;t hPeo nd,
gpiavreennt tahl aitn tvhoel vlietmereantut rien sau gstguedsetsn ttsh’a t 1p9re9s9e)n. t Ustunddeyr. s tEaancdhin rge gthuela fra ecdtourcsa tthioant hthinirdde r
dscehcooodliinngg mcaany gstrielal tblye iam fpacatcot rh oonw the child ogrr asduep tpeoarcth leitre wraictyh idne tvheel oppamrtiecnipt aisti inmg portant
asuchccieeveedms (eAntu oenrb yaecahr, -1e9n9d7 h; iGgha isttaank,e 2s0 12; ascs hroeoselsa rwcha sh tahse inn dinicdaivteiddu aa llliyn kin bveittwede eann d all
rOeratdizin, g2 0te0s4t)s.. Thirdly, we wanted to explore lsiutebrsaecqyu ednetvleyl oapgmreeendt t aon pda ratcihciipeavteem. eSnttu ldaetnert s
w hether prediction of high-stakes reading owne rien elilfieg i(bBleil lfionrg ps,a r2t0ic0i9p;a tDioicnk iifn tshoeny &w ere
aBcehciaeuvseem reenatd ianmgo anngd tlhiitredra gcrya daere s itmudpeonrttsa nt Tenarboolrles,d 2 i0n0 t2h;e Hpearrbtiecrisp aetti nagl. ,t e2a0c1h2e)r.’ s
ctoo uulndd beers etannhdainncgesd i nb yth teh ef iienldcl uosf ieodnu ocfa tion, classroom as a regular education student.
athdidsi stitoundayl wstiulld feonct-ulse voenl tvhaer iaanballeyss kisn oowf dna ttoa
rbeel aimtinpgli tcoa treeda dinin ogv aecrhalile vscehmoeonl ta scchoireevse omfe nt. FTahme irleyq iunivreodlv seammepnlet issi zoen eto a dspeteecctt t ah alta rtgheis
HThisupsa, nwice sintucdluednetsd a innd t haes pmecotdse ol fd paetars oonn athl e setfufedcyt a(iCmosh eton ’lso odk = a 0t .m8)o wrea csl ocaselclyu.l a Fteadm ily
bstaucdkegnrto’us nndu mthbaet rm oafy p arifofer cgtr aa dsetu rdeetenntst’io ns, mbaasye dp loany aa ntw inos-ttrauilmede nlitnael arro lme uinlt ilpitleer acy
sacttoerned. a Intc ies riamtep,o arntadn rt etaod cinogn sgidraedr et.h eT hese dreegvreelsospiomne (nrta anmdoomng m cohdiledlr)e wn i(tBh iall ings,
sfitnuadle tnhtrse teh avta rmiaabklee su apr teh dea ptao pthualat taioren riena oduilry 2co0n0f9i;d Oenrctiez ,l e2v0e0l 4o;f W .9h5i taenhdu ras ts teatt iaslt.i,c 1a9l 88).
navataiiolanb’sle c tloa stseraocohmerss. aTnhde d Uo .nSo. ti sr eoqnu iar e time Mpoowreeor voef r.,8 a0 faanmdi l8y ’psr eindcicotmore v caarnia abflfeosr,d for
torra jreecstoourryc etos cfoorn atidnduieti toon able cdoirmecet aindddiictiaotinnagl tohpapt otrhteu nreitsieeas rfcohre lresa nrneeindge do rt ob e
imnceraesausrienmgleyn td oivf esrtsued (eBnat lslk &ill .T yIts owna,s 2 011; roebsttariinct aetd lbeays fti 1n0an2c piaalr tiimcipplaincatst i(oFnasu. l ,P overty
Bhyopsokteh &es iBzeedn athvaetn tteh-eM inccElunseiroyn, 2o0f 1th0e).s e iEsr ad fgerledaetr ,i sBsuuec hfnaceirn, g& m Laannyg ,s t2u0d0e9n)t.s today.
Hadidspitaionnicasl, setsupdeecnita-llleyv, ealr ve atrhiea bglreosu wp ooufl d BAecrklninoewr l(e2d0g0i6n)g pthoein ptso toeuntt itahla ft opro av elortwy is the
iinndcrievaidseu atlhse t hparot paorert tihoen foafs teexspt lgarinoewdi ng irsestuuren t hraatte i so fm coosnt spelnatg fuoirnmg ss,t u3d2e rnetg ular
svuabrisaentc oef itnh eth Ue .pSr.e pdoicptuiolant ioofn r e(Hadeimngp hill & aecdhuiceavteiomne tnhti radn dg rtahdaet ssttuuddeennttss owfe urerb an
Vacahninevememanen, t2 s0c1o1r;e Hs. u mes, Jones, & Ramirez mranindoormityly a snedl epcoteodr sftruodme netasc ahr eo fb tehloe w12 t hat of
2 011; Kober, 2010). Moreover, tshcehior omlsi dudslien-gc laa sras nwdhoimte npuemerbse. r “s Ach maratj aonridty a
aMppetrhooxdims ately 12% of people age five and otoft ascl hoof o3l8-a4g ceo Lnasetinnto p cahcikldetrse na sa raep proved by
oPvaerrt iicni pthaen tUs .S. are Hispanic (Robinson, eocuor nuonmiviecrasliltyy ’dsi siandstviatunttiaogneadl .r eMvioerwe tbhoaanr d
2 008). Some research indicates that there is owneer-ef oseunrtth h (o2m7%e w) citohm setu fdreonmts f ianm tihleieirs with
aTnh iarcdh giervademe setnutd geanpts b (ent w= e1e4n5 W) ihni ate l astrugdee nts ibnaccokmpaecsk bse. l oOwf tthhee 3p8o4v eirntfyo lremveedl, caonnds ent
asonudt hHeiassptaenrnic s scthuodoeln dtsi s(tRriocbt ipnasrotinc,i p2a0t0e8d; in apnaocktheetsr 3d3is%tri baruet ende,a 1r 9p2o ocor”n s(Kenot bfeorr,m 2s0 1(o0r, p.
Rthoisja isn-vLeesBtioguateifo &n. STlahties, l2ar0g1e2 m; Leotrpoepzo elitt.a anl , 35)0.. 3 %) were returned. Of those received,
2sc0h0o7o)l. dKisotbriecrt (s2u0b1d0iv) icdieteds t htheairt bscyh eoioglhst hin to 186 parents/legal guardians consented
gfirvaed ed,i sHtriiscpt arneigci osntusd. eTnhtes raer eis o vnalryi a5b8i%lit y in (96.9% of consent forms returned), 6

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The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
pWaraemnbtsa/ l(e2g0a1l 1g)u aasrcdeiartnasi ndse cthlien ecdo ncern over pTreocfhicniiecnatl iand ereqaudaicnyg obfy O 8RthF g irsa rdeep aonrtde do nly
pchariltdicriepna tainodn r(e3a.1d%in)g. i nF itvhee pfoarlltoicwipinangt:s were 5ab6o%v eo;f iHnfiosrpmanaitcio hni grehg sacrhdoinogl sNtuWdeFn atsn dar e
n “oR leoandgienrg e annrdo lwlerdi tiinn gth aer ep apratsicspipoarttisn tgo s chool pFrCoAfiTci eisn td eins crreiabdeidn gb ecloomwp. a Trehde troe m81a%in ianngd
aatc hthieev ceomnecnlut siino nm oafn yth oet hsteurd cyu (r2ri.c7u%la r areas, 7d8at%a (ree.sgp.,e dcteimveolgy rfaoprh Wicsh,i taetste. n dance) were
aatntdri tliiotenr)a.c yT heed udceamtioognr paplahyisc acno mimppoosirttiaonnt of o btained via query to the district’s student
trhoele f iinn aml soavminpgl ep ieso spulem omuat roizf epdo vine rTtya btolew 1a.r d dAatcahbiaesvee mreecnotr dgsa.p s can be attributed to a
Sgroecaitoe-re sceolnf-osmufifci csiteantucsy (pSoEsSt-)g wraadsu ation. v ariety of factors. Certainly, the dominance
cShcahroaocltse rainzded h ionm the iesn svtuirdoyn mviean at s share oNfW mFo niso lai ndgeuciosdtiicn,g w tahsitke wfehmeraelbe yt etahceh setrusd ienn t
dreiscphoontosmiboiluitsy v faorri alibtleer:a cecyo snkoilml idceavlleyl opment” eredaudcsa tailoonu dm aa ys ehraievse opfl avyo wa erol-lceo inns tohnea nabt iolirt y
d(pis. a8d).v antaged (i.e., students receiving either tcoo ncsoonnnaenctt- wvoitwhe dl-icvoenrsseo ngaronut pnso nosf esntused ents
f ree or reduced lunch price benefits) and (wBoarldl s&. TThyisso snu, b2t0e1st1 a; sDseasrlsiensg t-hHea smtumdoenntd’ s&
Ano snt-uedceonnto dmoiecsa lnloy td ciosamdev aton ttahgee cdl a(si.ser.o, om a Babrialnitsyf otord b, l2e0n0d5 p)h. o Snoemmee ss,t uredqieusi rhinagv eb oth
bstluadnekn stlsa tthe,a th doiwde nvoetr ,a bpuptl yi so rri dwdelreed iwneitlhig ible skungogwelsetdedg et hoaft lvetatreira-bsloeusn odf cinocrroemspeo, npdaerenncteasl
efoxrp ferreieen ocre rse tdhuact esdh alupnec thh ep rsitcued ebnetnse’f its). eadnudc aarttiiocnu laantido no csckuilpla. t iFoinrs, ta gnrda dime mJainguraatriyo n
a pproach to school, ability to perform, and sNtaWtuFs smcoayre ps laapyp ae aror lteo ipno Hssiesspsa nstirco sntgu dents’
cOonmlyp rsetuhdeennsitos nf.o rR wehseoamrc rhe ainddinicga steksi ltlh at rperaeddiinctgi vdee vvealloidpimtye fnotr ( eGnrdo-uowf-sf,i r1s9t-9g2r;a dPeo nd,
ppaerrefonrtmala inncveo ldvaetma (eOntR iFn a& s tudents’ 1O9R9F9 )s. c oUrnesd e(r.8st2a)n (dGinogo dth &e f Kacatmorisn tshkai,t 2h0in0d2e)r.
sdcehcooodliinngg/ Ncaonn sgernesaetl yW iomrpda Fcltu heonwcy t h(Ne WchFil)d) oPrr esduipcptiovret vliatelirdaictyy dapevpeelaorps mweenatk iesr ifmorp eonrtda-nt
swuecrcee aevdas i(laAbulee rwbaecrhe ,r 1et9a9in7e; dG iani ttahne, f2i0n1a2l ; aosf -rseesceoanrdch-g hraads ei nOdRicFat secdo ar elsin (k.6 b0e)t awnede nfo r
Oanratilzy,s i2s0, 0re4s)u. l ting in 145 cases for analysis. ltihtee rWacoyo ddecvoeclko-pJmohennst oann dP saycchhieov-Eemduecnatt liaotnearl
It was determined that the loss in sample oBna titne rlyif e(W (Boiolldincogcs,k 2, 0M0c9G; Dreiwck, i&ns Mona &th er,
sBiezcea aunsde creoandcionmg iatanndt lliotesrsa icny paorwe iemr ipno rtant T20a0b1o)r sT, o2t0a0l 2R; eHaderinbger Cs leut satle.r, 2sc0o1r2e) .( . 66).
etoli munidneartisntagn cdaisnegss wini tthh em fiiseslidn go fd eadtau cwaatiso n, The instrument’s authors did not intend for
pthriesf esrtuabdlye wovilel rf oimcupsu otinn gth teh oasnea lvyaslius eosf. d ata the NWF subtest to be administered to third
Trehlautsi,n tgh eto m reualtdiipnlge raecghrieesvseimone nret ssuclotsr easr eo f Fgraamdiel ys tiundveonltvse amnedn, tt hise roenfeo raes,p tehcetr eth iast this
bHaissepda noinc dstautda efnrotsm a n1d4 5a sppaerctitcs iopfa nptesr.s onal sctuurdreyn atliym ns oto d laotao kto a te xmaomrein cel othsee lrye.l iFabaimliitlyy,
background that may affect a students’ mvaaliyd pitlya,y a annd ipnrsetdruicmtievnet ault irloitlye fionr l ittheirsa gcyra de
Isncosrter.u mIt eins tism portant to consider the dleevveell.o pNmonenetth aemleosns,g a csh dilidscreuns s(eBdi,l lwineg ws,e re
s tudents that make up the population in our 2sp0e0c9i;f iOcarltliyz, i2n0te0r4e;s tWedh iinte ihnucrlsutd eitn agl .a, 1988).
nInasttirounm’se cnltass usrsoeodm ins .t h Teh per eUs.eSn.t isst uodny a Mmeoarseuorvee or,f ad feacmodiliyn’gs ginivceonm teh acta nit aisf fao rd for
tirnacjleucdtoedry a t oy ecaorn-etinndu eh itgoh b-setcaokmese measure of aredqduitiisoitnea sl koipllp foorrt uonvietireasl lf orera ldeianrgn ing or be
irneacdreinasgi npgrolyg rdeisvse rfsoer (gBraadlle &3 (TFylsoornid, a2 011; raecshtireicvteemd ebnyt foifn annecwia wl iomrdpsl,i ceastpioencisa. l lPyo fvoerr ty
BCoosmkper &eh eBnesnivaev eAnstsee-sMsmcEennte rTye,s 2t;0 F10C)A. T), isst rau gggreliantg i srseuaed efarsc iinng t hmiradn yg rsatdued.e nFtos rt othdiasy .
Hthies pOaRniFc s(,o eraspl erecaiadlilnyg, afrlue etnhcey g)r aonudp NofW F Bsteurdlyin, etrh e(2 s0e0c6o)n dp ogirnatds eo ubte nthcahtm paorvke NrtyW isF the
i(nndoinvsiednusael sw tohradt aflrue etnhcey f)a ssutebstte gstrso wfroinmg ipsrsoubee tsh wate irse musoesdt pinlatagcuti nwgi tsht undoe nt
sDuybnsaemt oicf tIhned iUca.Sto. rpso opfu Blaatisoicn E(Harelmy pLhitiellr a&c y amcohdieifviecmateionnt sa.n d that students of urban
VSkainllnse (mDaIBn,E 2L0S1)1 a; sHseusmsmese,n Jto snyesste, m& (RGaomoidre &z m inority and poor students are below that of
2K0a1m1i;n Kskoib, e2r0, 0220)1, 0a)n. d M a obrreieofv seur,r vey tShteuidr emnti dsdcloer-ecsl afsros mw hthitee FpCeeArsT. R “eAa dminagjo rity
aapdpmrionxiismtearetedl yto 1 e2a%ch o pf apretiocpiplea natg’es fteivaec haenrd t o osuf bstcehsot owl-eargee u Lseadti naso ac hgieldnreernal amree asure of
oovbetari nin t hthee p Uar.Sti.c iapraen Htsi’s pthainridc q(uRaorbteirn sroeand, ing erecaodnionmg iaccahlliyev deimsaednvta cnotangsiesdt.i n Mg oofr e5 0th taon 5 5
2gr0a0d8e).. OSoRmF ea nreds eNaWrchF isnudbitceasttess wthearte tuhseerde iisn omnuel-tfiopuler tchh (o2i7ce% q)u ceosmtioen fsr oamt t hfaem tiimliees t hwisit h
aunn aalctehrieedv efmoremn tf rgoamp bthetew DeIeBnE WLSh iates ssetsusdmenetnst isntucdoym wesa sb ecloonwd uthcete pdo. v Setrutyd elenvtse lw, aenred
asynsdt eHmis (pGanoiocd s &tu dKeanmts i(nRskoib, i2n0so0n2,) 2a0n0d8 ; apnroovthideer d3 3in%fo armrea ntieoanr apl o(osur”b j(eKcot-bmear,t t2e0r 10, p.
Radomjaisn-iLsteeBreodu eafn d& s Scolarteed, 2fo0l1lo2w; Linogp ethze e t. al, 3ce).n t ered) or literary (fiction, nonfiction,
2st0a0n7d)a.r dKizoebde ra d(2m0i1n0is)t craitteiosn t haantd b syc eoirginhgth poetry, or drama) text passages and asked to
gprraodcee,d Huriessp apnroicv isdtuedd efnotrs tahree ionnstlryu 5m8e%nt . answer questions to assess students’ ability

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The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
tWo acmonbsat r(u2c0t 1m1)e aansicnegrt afrionms t hthee c toenxctse.r n S ocvoerer s p1r8o1f isctiuednetn itns rteeasdteidn)g wbeyr 8e tdhe germadeed asnpdo iolendl y
ochni ltdhree Fn CanAdT raeraed rinepgo irnt etdh ei nf otellromwsi nogf :s caled 5an6d% e olifm Hinisapteadn ifcr ohmig ha nsaclhyosoisl. students are
s “cRoreeasd (inragn agned 1 w00r-it5i0n0g) a arne dp aascshpieovrtesm toe nt p roficient in reading compared to 81% and
laecvheiel v(reamngene t1 i-n5 )m (aFnlyo roidthae Dr ceuprarritcmuelanrt aorfe as, 7S8e%x, SreEsSp,e cattitveneldya nfocre Wrahtei,t easn. d number of
Eanddu cliatteiroanc y(F eDduOcEa)ti,o 2n0 p0l1a,y 2s0 a0n4 )im. Tpohret ant p rior grade retentions were retrieved from
proalrea lilne lm foorvminsg r peleioapblieli toyu fto orf t hpeo vFeCrtAy Tto wwaasr d tAhec hsciehvoeoml denistt rgiacpt’ss cdaant abbea saett.r iSbtuutdeden tto a
agbreoavtee r. 9s0el ffo-sru gffriacdieesn c4y, 5p,o 8st, -agnradd 1u0a t(iFoDn.O E, vatatreinedtya nocfe f aractteo rws.a sC oebrttaaiinnleyd, bthye d diovmidiinnagn tchee
2S0c0h1o)o lasn adn cdo hrroemlaeti eonnvs ibroentwmeeennt st hseh aFrCe AT onfu mmboenro olifn dgauyisst itch,e w shtuitdee nfetm waalse etenarochlleerds biny
arensdp oSnAsTib-i9li ttwy ofo mr leiatesruarceys sraknilgl edde vfreolomp m.7e0n tto” ethdeu cnautmiobne mr oafy dhaayvse t hpela syt uad reonlet wina sth per easbeilnitt y
.(8p1. 8(F).D OE, 2001). The mean Reading tfoo rc tohnen aeccat dweimthi cd iyveearrs.e Tghroeu spasm opfl est mudeednitasn
F CAT for third grade standard curriculum (aBttaelnld &an Tcey sroante, 2w0a1s1 .;9 D7 a(IrQlinRg -=H .a0m39m).o nWd i&th
sAtu sdtuendtesn (t ndoone-sE nSoEt sctoumdeen ttos )t hwea csl a3s1s7r.o2o2m ( sad Brergaanrsdf otord g, r2a0d0e5 r)e.t eSnotimone, sotuf dthiees 1h4a5v es tudents
=bl a5n6k.9 s7l)a tfeo,r htohwe eyveearr, ibnu wt hisi crhid tdhliesd s wtuidthy was suusgedg eisnt ethde t hreagt rveasrsiiaobnl easn oafly isnicso, m37e ,s tpuadreennttsa l
ceoxnpderuicetnecde.s Rthealti asbhialiptey tahse m steuadseunretsd’ by e(2d5u.c5a%tio) nh aadn db eoecnc ureptaatiinoend, aant dle iamstm oingcrea.t i oOnf
Caprpornobaacchh ’tos aslcphhoao wl, aasb isltirtoyn tgo apte .r8fo9r fmo,r athnids sthtaotsues rmetaayin pelda,y 1 a0 r(o6l.e9 %in )H wiseprea nriect asitnuedde nints ’
acdommipnrieshtreantsioionn o. f R thees eFaCrcAhT i.n d icates that rKeianddinergg daretveenl,o 1p2m (e8n.3t %(G)r ionu wfirss,t 1 g9r9a2d;e ,P 8o nd,
parental involvement in a students’ 1(59.959%).) iUn nsdeecrosntadn gdriandge t,h aen fda c3t3o r(s2 2th.8a%t h)i nind er
Pscrhoocoeldinugr ecsa n greatly impact how the child othri rsdu pgproadrte l. i tTerwaceyn tdye-sveevloepnm ofe ntht oiss eim stpuodretnantst
succeeds (Auerbach, 1997; Gaitan, 2012; ahsa dre bseeeanrc rhe thaaisn eindd oincactee,d 1 a0 lsitnukd ebnettsw reeetnai ned
OORrtiFz ,a 2n0d0 N4)W. F subtests were administered ltiwteicraec. y A dne vaedldoiptimonenalt 1an6d s taucdheinevtse mweernet later
w ithin a two-week interval in early orent aiinn elidfe a (t Bthilel icnogns,c l2u0s0io9n; Dofi ctkhien sstound y& ( 14 of
DBeeccaeumsbe erre,a adpipnrgo axnimd alitteelrya c1y4 -a1r6e wimepeokrst apnrito r Twahboomrs f, a2i0le0d2 ;t hHe eFrbCeArsT )e.t al., 2012).
ttoo tuhned seprsrtianngdtiimnges h iing hth-est afikeelds aosfs eedssumcaetniot no,f
trheaisd sintugd ayc whiielvl efomceunst .o nV tohleu annteaelry ssicsh oofo dl ata Teachers were provided a questionnaire on
rpeslyactihnogl otog irsetsa dainndg sacchhoioevl-ebmaseendt rsecaodreinsg o f Fwahmicihly t oin rveoplovretm eaecnht ipsa ortniec iapsapnetc’st tthhairtd t his
Hcoiascphanesic a sdtmudineinsttse raendd tahsep seucbtst eosft sp, earlslo onfa l sqtuuadryte ar irmeasd tion lgo gorka date mwoitrhe scelolfs-ealdyd. r eFsasmedil y
bwahcokmgr ohuadn dr etcheaitv meda ya amffiencimt au mstu odfe snitxs ’h ours mstaamy ppelady e annv einlosptreusm pernotvaild reodl ef oirn rleitteurranc. y O f
socfo froer.m Iat li sin i-mseprovritcaen ttr taoin cionngs iind etrh eth e dtheovseel odpismtreinbtu atemdo, n2g8 .c2h%il dorfe tnh e(B illings,
satdumdeinnitsst rtahtaito mn aankde uscpo trhineg p oofp uthlaet isoenle icnt eodu r 2q0u0es9t;i oOnrntiazi,r e2s0 w04e;r eW nhoitt erhetuurrsnt eedt .a lT.,h 1e9 88).
nDaItBioEnL’Ss csluabstsersotosm. Es.a cThh pe aUrt.iSc.i pisa notn w aa s read Mschooreool vdeirs,t rai cfta dmaitlayb’as sien coonmlye r ceatani naeffdo trhde f or
tar asjcerciptoteryd taos sceonntt finourme tpor iboerc toom e afidndailt iroenaadli nogp pgorartduen fitoire sth feo ra cleaadrenminigc oyre abre,
iandcmreiansisintrgaltyio dni.v e rse (Ball & Tyson, 2011; rdeesltertiicntged t hbey 9 f-iwnaenecki aqlu iamrtpelri cgartaidoenss .f rPoomv ethrtey
B oske & Benavente-McEnery, 2010). idsa ata gbraesaet. i sTshueer efafocirneg, imn acnasye sst uwdheenrtes tthoed ay.
HTwisepnatnyi cpse, recsepnetc (ina l=ly 3, 6ar)e o tfh teh eg rporuopto ocfo ls Btheirrdli nqeura (r2te0r0 g6r)a pdoei wntass o uunt atvhaaitl pabolvee, rtthye i sf itnhael
ifnrodmiv ibdoutahl ss uthbatet satrse w theer ef arsatnedsot mgrloyw sienlegc ted irsesaudein tgh agtr iasd me owsat sp ulasgeudi.n g student
sfourb sreelti aobf itlhitey Uch.Se.c pkos pbuyl athtieo nle (aHd eamutphhoirll. & a chievement and that students of urban
VReasnunletsm oafn t,h 2e0 r1e1li;a Hbiulmitye sc,h Jeocnkess a, r&e aRsa mirez mThine opruitryp oansed opfo tohri ss tsutduednyt sw aarse: b 1e)l otow that of
2fo0l1lo1w; Ks:o bNeWr, F2 0=1 0.7)2. ; MOoRrFeo =v e1r.,0 0. Errors trhepeilri cmatied dealer-licelar ssst uwdhieitse u pseinegrs O. R“AF tmo apjorerditiyc t
awpeprreo nxoimteadt einly t h1e2 %sc oorfi npge oopfl eN aWgeF ,f iivnec launddin g orefa sdcihnogo al-cahgieev Leamtiennot cahmilodnrge nth airred grade
oadvderit iionn t heer rUor.sS,. naerge lHecits poaf nriecp (oRrtoinbgin tshoen , estcuodneonmtsi,c walhlyil ed icsoandtvraonlltiangge dfo. r Mstuodree ntht an
2m0a0x8i)m. u Smo mcoer rreecset anrucmh binedr iocfa tpehso tnheamt tehse rpee ris odneme-ofogurartphh (ic2s7 %(e)c ocnoommei fcr odmisa fdavmainltiaegs ew ainthd
alinn ea,c ahniedv oemmiesnsti ogna po fb ceotwmepelne tWionh ittiem setu idf ents isnecxo);m 2e)s t ob etleoswt w thhee tphoevr etrhtey ilnecvleuls, iaonnd o f a
aunndd eHr i1s pmaninicu tset.u dTehnet sl e(aRdo bauinthsoonr ,r e2-0s0c8o;r ed amneoatshuerre 3 o3f% st uardee nnte adre cpoodoirn”g ( Kwoobueldr, h2e0l1p0 t,o p .
Reaocjha sN-LWeBF opureoft o&co Sl laanted, N20W12F; pLrooptoeczo elts. tahla, t 3im).p r ove the prediction of reading
2d0id0 7n)o.t nKootbe ecro (m20p1le0t)i ocnit e(8s .t8h%at; bny = e i1g6h othf achievement; and 3) to test whether the
grade, Hispanic students are only 58% inclusion of additional student-level

6

232
Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
vWaraimabblae s( 2k0n1o1w) na stoce brtea iimnsp tlhicea cteodn ciner onv oevraelrl pcororrfeiclaietinotn isn wreeardei nfogu bnyd 8bteht wgreaedne t hane dF oCnAlyT
scchhilodorle na cahnide vreemadeinntg— ins ttuhdee fnot’llso nwuimngb:e r of 5re6a%di nogf Hmiesapsaunriec ahnigdh O sRchFo, oNl WstuFd, eSnEtsS a, re
p “rRioera gdriandge a rnedte wntriiotinnsg, aatrtee npdaassnpcoer rtsa tteo, and pnruomfibceier notf i pnr rioear dgirnagd ec ormetepnatrieodn tso 81% and
raecahdieinvge mgreandte i—n mimapnryo ovteh tehre c purreridciucltaior na reas, 7(r8e%ten rteisopnesc),t iavnedly r efoard iWngh igtreasd. e s. Of interest,
manodd leilt.e r Wachy ieled uthcearteio anr ep lsaeyvse raanl ipmopssoirbtlaen t t he significant negative correlation between
arovleen iune sm oofv ainnga lpyesoisp olen eo ucto oufl dp ouvsee rttoy etoxwplaorrde tAhec hreieavdeinmge FntC gAaTp ss ccoarne baen dat trreitbeuntteiodn tso a
tghreesaete qr useeslfti-osunfsf, ihciieenracryc hpiocsatl- grergadreusastiioonn .w as vinadriiectayte odf tfhaactt ostrus.d eCnetsr twaihnoly w, tehree dreotmaiinneadn ce
uStcihliozoelds taon bde httoemr uen ednevrisrtoannmd ethnets i nshdaivreid ual oofn em oorn moloinreg utiimstiecs, pwehrfitoer mfeemda slieg tneiaficchaenrtsl yin
arensdp oadndsiibtiivliet ye fffoerc ltist eorfa ceayc shk pilrle ddeivcteolor pment” epdouocrearti oonn tmhea yo uhtacvoem pela rye aad rionlge mine athseu raeb. i lity
v(pa.r i8a)b. le or variable set. tWo ictohn rneegcatr dw tioth s dtuivdeernste d germouopgsra opfh sictusd, eSnEtsS
(wBaasl ls i&gn Tifyicsoannt, l2y0 c1o1r;r eDlaatreldin wg-iHtha OmRmFo,n d &
AW hsteund einntte drporeest innogt tchoem rees tuol ttsh fer ocmlas sroom a BNrWanFs,f orerdte,n 2t0io0n5s),. a Sndo mreea dstiundgi egsr ahdaev e
hbilearnakr cshlaictea,l hreogwreevsseiro, nb uatn aisl yrsideds,l ethde w oirtdhe r of sinudgigceasttiendg tthhaatt vstaurdiaebnltess w oift hin eccoomneo,m piacr ental
eenxtpreyr ioefn vcearsi athbalet ss hinatpoe tthhee mstouddeeln stsh’o uld be eddisuacdavtiaonnta agned w oecrceu spiagtnioifni,c aanntdl yi mmmorieg rlaiktieolny
bapasperdo aocnh stoou sncdh oeoml,p airbiiclaitly o tro t hpeeorfroertimca, la nd stota ptuesr fmoramy pwloarys ea oronl eO iRn FH aisnpda NniWc sFtu dents’
rceoamsopnreinhge n(sKioenit.h ,R 2e0s0e6a)r.c h W inhdiliec asteevse trhaalt rmeaedasinugre ds,e vhealdo pbmeeenn rte (tGairnoeudw ast, l1e9as9t2 o; nPcoen, d,
aplatreernntaatli vinesv oelxviesmt, ethnet ifno lalo swtuindgen otsrd’ er was 1an9d9 9h)a. d U pnodoerersrt arenaddiningg t hgera fdaecst othrsa nth tahte h inder
uscsheodo tloi nagd dcraens sg rtehaet lsyta itmedp apcutr phooswe st hoef cthhiisld ogrro suupp poof rstt luidteernatcsy t hdaetv weleorpem ceantet gios riimzepdo ratsa nt
ssutucdcye.e d SsE (SA uanerdb saecxh ,w 1e9r9e7 e; nGtearietadn i,n 2 t0h1e2 f;i rst anso tr eesceoanrochm hicaasl liyn ddiicsaatdevda an tlaingked b. e tSweexe wn as
Oblrotcizk, a2s0 c0o4n).t r ol variables to control for the lniotet rsaicgyn idfeicvaenlotlpym ceonrrte alantde da cwhiiethv eamnye nott hlaetre r
effects of these demographics on ovnar iinab lliefes i(nBcillulidnegds ,i n2 0t0h9e ;m Doidcekli.n sOonR F& w as
Bacehciaeuvseem reenatd.i nOgR aFn dw laitse trhaceny aernet eirmedp osretcaonnt d Tsiagbnoifrisc,a 2n0tl0y2 p; oHseitribveerlsy ecto arlr.e, l2a0te1d2 )w. i th NWF
tion tuon tdheer mstaonddeiln tgos d ient ethrme ifnieel dit so fe fefdeucct aotnio n, and reading grades and significantly
trheaisd sintugd ayc whiielvl efomceunst ownh tehne caonnatlryoslilsi nogf fdoart a negatively correlated with retentions.
rthelea atifnogr etmo erenatidoinnegd a scthuideevnetm deenmt oscgorarepsh oicfs FSaimmiillayr liyn,v NolWveFm wenats issi gonnief iacsapnetclyt tphoasti ttihvies ly
H(reisppliacnaitci osntu odfe nptrsio arn sdt uadsipeesc).t s NofW pFer wsoansa l sctourdreyl aatiemds w toit hlo roeka daitn mg ogrrea dceloss. e ly. Family
benactekrgerdo tuhnidrd t hina tt hmea my oadffeelc tto a t estsut dthene tasd’ ded m ay play an instrumental role in literacy
spcroedreic. t iIvt eis v iamlupeo ortfa ndte ctoo dcionngs iodne rt hteh er eading dHeiveerlaorpcmhiecnatl aRmeognrge scshioilnd rRene s(uBlitlsl ings,
satcuhdieevnetsm thenatt mtesatk, ea buopv teh ea npdo pbuelyaotinodn tihna to oufr 2 009; Ortiz, 2004; Whitehurst et al., 1988).
nOaRtiFo.n ’Ts hcela rsesmroaoimnisn.g Tsthued Uen.tS l.e ivse ol nv aar iables MA ocraesoev aenra, lay sfaism wilays’ sc oinncdoumctee dc atno aefvfaolruda tfeo r
t(rraejteecnttoioryn st,o a cttoenntdinaunec et or abteec, oamnde reading athded iptrioesneanl coep opfo rptoutneintiteiasl f oour tlleiearrsn ienxge rotri nbge
ignrcardeea)s winegrley tdhievne resnet e(Breadl li n&to T tyhseo fno,u 2r0th1 1a;n d reexscteriscstievde binyf lfuineannccei aoln i mthpel riceagtrieosnssio. n P roevseurlttys.
Bfinoaskl eb l&oc Bk eton aevxepnltoer-eM thceE nwehreyt,h 2e0r 1t0he). iOs nae g orueatlti eisrs wuea sf aidcienngti mfieadn;y h sotwudeevnetrs, tao day.
Hinicslpuasnioicns o, fe stpheecseia alldyd, iatiroen tahle s gturoduenpt -olfe vel Bsuebrslienqeure (n2t0 s0e6n)s iptoivinittys sotuutd tyh aret vpeoavleedrt yth iast the
ivnadriiavbidleusa lws othualdt ainrec rtehaes fea tshtees pt rgorpoowritniogn of itshseu oeu tthlaiet ri sw maso nsto pt leaxgeuritningg s etuxdceensst ive
seuxbpslaeitn oefd t hvea rUia.nSc.e p ionp tuhlea tpiorend (iHcteiomnp ohfi ll & aincfhliueevnecme eonnt tahned m thoadte slt uRd2e (ncthsa onfg uer ibna nR 2 =
Vreaandninegm aacnh, i2e0v1em1;e Hntu smceosr,e sJ oanbeosv, e& a nRda mirez m.01in1o)r. i tTy haunsd, tphoeo or bsstuedrveanttiso nar we abse lroewta itnheadt of
2b0ey1o1n; dK doebmero, g2r0a1p0h)i.c sM, OorReFo,v aenr,d decoding tahnedi rt hmei dredpleo-rctelads rse wsuhlittse r peefleercst. t h“Ae i mncaljuosriiotyn
askpiplrl.o x imately 12% of people age five and ooff sacllh poaorlt-iacgipea Lnat tdinaota c(hni=ld1r4e5n) .a r Te he model
o ver in the U.S. are Hispanic (Robinson, ewcaosn roumn iwcailtlhy adllis vaadrviaabnlteasg,e rde.t a Minoinreg tthhaen
2R0e0s8u)l.t s S ome research indicates that there is ostnued-efonutirztehd ( 2m7o%de) lc roemsied ufraolsm. fAa mviisliueasl with
a n achievement gap between White students iinncspoemcetiso bne olof wth eth sec aptotevre rptlyo lte ovfe tlh, ea nd
aTnhde Hinitsepra-cnoicr rsetluadtieonnt sm (aRtoribxi nosfo pnr,e 2d0ic0t8o;r s is astnuodtehnetri z3e3d% m aorde enle raers ipdouoarl”s (vKerosbuesr ,p 2re0d1i0c,t epd.
Rproojvaisd-eLde Bino uTeafb &le 2S lwatiet,h 2a0s1so2c; iLatoepde zte estts. aolf, 3Y) .v a lues revealed no indications of any
2si0g0n7if)i.c aKnocbee orf ( t2h0e1 r0e)l actiitoesn sthhiapt sb bye etwigehetnh violations of correct fit of a linear model,
gvraardiaeb, lHesi supsainngic α s t=u d.0e1n.t s Sairgen oifnilcya n5t8 % constant variance, or normality assumptions

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233
Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
rWeqaumirbead (f2o0r1 t1h)e alsecgeitritmaiancsy t hoef cthoen creegrnre osvsieorn Dpriosfciucisesniot nin reading by 8th grade and only
rcehsiuldltrse.n and reading in the following: 56% of Hispanic high school students are
“Reading and writing are passports to Tprhoef irceileenvta innc ree oafd itnhgis cpoampepra rreedst sto i n8 1th%e uansed
Haciheireavrcehmiceanlt liinn emaar nreyg ortehsesrio cnu rrreiscuulltasr a arree as, o7f8 %re grreesspseioctni vteol yid feonrt iWfyh aidtedsi.t i onal student-
panrodv liidteerda ciny Tedaubclea t3io. n I np lsauyms mana rimy, pthoert ant l evel factors, including word decoding skill,
arodldei tiino nm oofv tihneg dpeemopolge roaupth oicf cpoonvterortlys tionwtoa rd a Acacdheiemviecm heinstto gryap, sa ncda nd ebme oatgtrraibpuhtiecds ttoh aat
tghree aftiersr ts bellof-csku frfeivcieeanlecdy tphoastt -ognrlayd SuEatSio wn.a s mvaaryie ctyo notfr ifbauctteo rtso. s Cucecrteasisn loyn, ath e dominance
sSicghnoifoilcsa anntldy hporemdeic etinvvei roofn Rmeeandtisn sgh FarCe AT coof mmporneohleinngsiuvies tsicta, twewhiitdee f tehmiradl eg rteadaceh reerasd iinn g
srecsopreosn,s ΔibRil2i t=y f.1o9r 2li,t eFr(a2c,y 1 s4k2i)l l= d 1ev6e.9lo2p, mp e<n t” aecdhuiceavtieomne mnta tye shta avbeo pvlea ya nad r obleey oinn dth Oe RabFi.l i ty
.(0p0. 18.) . The addition of ORF into the second Ttoh ceo anuntehcotr sw hityhp doitvheerssiez egdr othuapts tohfe sitnucdluensitos n
b lock confirmed the significance of the o(Bf aaldl d&it iTonyasol nst,u 2d0e1n1t-; lDevaerll ivnagr-iHabalmesm woonudl d&
rAe lsattuiodnesnht idpo beest wnoete cno OmRe Fto o tnh eR celaadsisnrgo om a iBmrapnrosfvoer dth, e2 0o0v5er).a l lS momode eslt,u idnicerse ahsaivneg the
FblCanAkT sslcaoter,e sh oewveenv ewr,h benu tc iosn rtirdodllleindg w foitrh psurogpgoesrttieodn t hofa tv vaariraianbclee sin o rfe iandcionmg e, parental
setxupdeerniet ndceems othgarta pshhaicpse (tShEe Ss taundde nstesx’ ), ΔR2 = aecdhuiceavtieomne annt.d T ohcicsu hpyaptiootnh,e asnisd w imasm igration
.a3p3p4r,o Fac(h1 ,t o1 4s1c)h =oo 5l,2 a.2b6il,i tpy <to . 0p0e1r.f o Trmhe, aenffde ct ssutaptpuos rmteady. pIlna yth ae rfoinlea li nm Hodisepl,a nthice estfufedcetnst so’f
ocof mSEprSe hine nthsieo sne. c oRneds ebalrocchk i nredmicaaitneesd t hat OreRadFi nagn dd erveaedloinpgm gernatd (eGsr wouewres ,s i1g9n9if2i;c aPnotn idn,
sptaarteisnttiacla ilnlyv osilgvneimfiecnatn itn ( pa <st u.0d0e1n)t.s ’ T he p1r9e9d9i)c.t i nUgn dyeearsrt-aennddi nrega tdhien gfa accthoiresv tehmate hnitn, der
ascdhdoitoiolinn go fc athne g trheiardtl yb liomcpka rcetv heoawle dth neo c hild soirg snuifpipcoanrtt liinte srpaictye doef vinelcolupdminengt s itsu dimenpto rtant
ssiugcnciefeicdasn (tA euffeercbta ocfh ,N 1W99F7,; aGboaivtea na,n 2d0 12; eacs ornesoemaricc hd ihsaasd ivnadnitcaagtee da nad l ipnrkio bre gtwraedeen
bOerytiozn, d2 0O0R4)F. a nd student demographics, ΔR2 rlietteernatciyo ndse vinetloo pthmee pnrte adnicdt iaocnh imevoedmele—ntt wlaote r
= .003, F(1, 140) = 39.39, p < .35, while the foanc tionr lsi foef t(eBni lilminpglsi,c a2t0e0d9 i;n D piocokri nrseoand i&ng
sBiegcnaifuiscea nrecaed oinf gS EanSd a lnitde rOaRcyF a rreem imainp ortant aTcahbioervse, m20en0t2.; THheurbs,e rtsh eeste a rl.e,s 2u0lt1s2 a)r.e
uton cuhnadnegrsetda.n dInin tghse i nfo tuhreth f iaenldd ofifn eadl ubcloatciko,n , encouraging given that it points to factors
tthhies asdtuddityio wn iollf ftohceu rse omna itnhien agn satluydseisn to-fl edvaetla that can be addressed with instruction and
vrealraitaibnlge sto ( rreetaednitniogn asc, haitetevnedmaenncte s rcaotree, sa nodf Fmaamy ihlye lipn vaomlveleimoreantet ilse aornnei nags poerc t that this
rHeiasdpianngi cg rsatuddese)n tssi gannidfi caaspnetlcyt si nocfr peaesrseodn tahle spteurdfoyr amimansc teo d leofoicki tast amssoorec icaltoesde wlyi.t h F amily
ebxacpklagirnoeudn vda trhiaant cmea iyn aFfCfeActT a R setuaddienngts, ’Δ R2 = mdiasayd pvlaanyt aagne i nanstdr ugmraednet arle rteonleti oinn liistesuraecsy.
.s1c0o2re, .F (It3 ,i s1 i3m7p) o=r t3a3n.t4 t7o, cpo <n s.i0d0e1r, twhei th d evelopment among children (Billings,
rsetuaddeinngts g trhaadte m oafkfeer iunpg tthhee poonpluyl saitgionnif iinca onut r 2A0s0 s9u;c Oh,r tOizR, F20 c0o4n;t iWnuheiste thou brset aent aiml.,p 1o9r8ta8n)t.
unnatiiqoune’ sc oclnatsrsibrouotimons .i n T thheis U s.tSep. i(sp o <n .a0 01). Mfacotroero ivne rp,r ae dfiacmtinilgy ’rse aindcinogm aec chainev aefmfoerndt faonr d
Itrna jtehcet ofirnya tlo m coodnetiln SuEe Sto w baesc noomt es ignificant acdodnittiinouneadl foopcpuosr tounn sittiuedse fnotrs ’le aabrinliintyg toor rbeea d
(inalcbreeaits minagrlgyi ndaivlleyr)s ew (hBilael lt h&e Tsiygsnoinfi,c 2a0n1t 1; rfelusetrnictltye da pbpye fairnsa wncairarla nimtepdl.i c Aatrimonbsr.u sPtoerv,e rty
eBfofesckte o&f OBRenFa ovbenseterv-Medc iEnn eearyrl,i e2r0 b1l0o)c. k s iLse ah rg,r aenatd iOsssubeo franc (i2n0g 0m1)a,n rye pstourdt ethnatst tthoed auys.e
rHeimspaainneicds ,s iegsnpiefciciaalnlty., Oarve etrhael lg, rroesuupl tosf Bofe frrlienqeure (n2t0 o0r6a)l preoaidnitns go umt othnaitto preodv ebryty a i s the
iinnddiicvaidteuda ltsh atht aat maruel tthivea fraiasttee smt gordoewl oinf g itsesauceh ethr aotr ips amreonstt (pcloaignueidn g“ rsetpuedaetnetd
sstuubdseent to lfe tvheel Upr.eSd. ipctooprus loatfi orena (dHinegm phill & arecahdieinvgesm”)e nist aannd e fthfeact tsivtued aecnttisv iotfy uforbr an
aVcahnienvememanen, t2 w01a1s; r Hobuumste sa,n Jdo anne s, & Ramirez miminpororvitiyn gan rde apdoionrg sftluudeennctys aanred boevleorwal lt hat of
i2m01p1ro; vKeombeenr,t 2o0v1er0 )a. m Moodreelo tvheart, included trheaediri nmgi dadchlei-ecvleamsse wnth. i tRe epseuelrtss. h “eAre imn asjuoprpitoyr t
OapRpFro axnimd asttueldye n1t2 d%e mofo pgeraopphleic asg ien fiisvoel aatniodn . ocof nstcihnouoeld- augsee Loaf tiinntoe rcvheinldtiroenns a trhea t would
Tovheer fiinn athl em Uod.Se.l awreit hH aisllp panreicd i(cRtoorb vinasroianb, les etacrogneot mreiacdailnlyg dfliusaednvcayn, tpaegrehda.p sM uosrine gth an
r2e0s0u8lt)e. d S ionm a em roesdeeal rRch2 =in 0d.i6ca3t1e s( Athdajtu tshteedre R is2 oloncea-lfloyu-drtehr i(v2e7d% o)r csotamtee- dfreormiv efda mbeilniecsh mwaitrhk s
=an 0 a.6c1h2ie)v, eam faeinrtl yg alapr gbee tcwoeeeffni cWiehnitt oe fs tudents irnatchoemr eths abne lnoawti othneal p boevnecrhtym laervkesl ,f oanr dO RF to
danetde rHmisinpaatniiocn s, tiunddeincatsti (nRgo tbhiant saopnp, r2o0x0im8;a tely apnreodthicetr y3e3a%r- eanrde ansesaers psmooern”t (sKuoccbeesrs, 2m0a1y0 ,b pe.
6R3o%ja so-fL tehBeo tuoetaf l& v aSrilaabtei,l i2ty0 1o2f ;r Leaodpienzg et. al, 3m)o. r e useful (Brown, 2008). In their 2001
a2c0h0i7e)v. e mKoenbte rs c(o2r0e1s0 c)o cuitleds b teh aetx bpyla einigehdt h study, Crawford, Tindal and Stieber found
ugrsaindge ,t hHiiss pmaondice ls. t u dents are only 58% that “a reading rate of 119 words per minute

8

234
Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
vWiratumabllay ( e2n0s1u1r)e das tcheartt aai nstsu tdheen ct opnacsesrend othvee r gprraodfiecsi eansts iignn reeda dtoin sgt ubdye 8ntths fgorra de and only
[cOhirledgroenn ]a sntda treewadidine gr eiand tihneg ftoelslto”w (ipn. g3:1 9). r5e6a%di nogf /Hlainsgpuaangice hairgtsh; shcohwoeovl esrtu, dbeyn ptsu tatrine g
T “hRise aedqiunagt eadn dto w 9r4it%in go fa trhee pira sssapmoprtlse .t o I n this OprRofFi ciine ntht ein h rieeraadricnhgi ccaolm repgarreesds itoon 8 a1n%al yansids
satcuhdieyv, e9m3%en ot fi ns tmudaennyt so tthheart creuardri c1u1l3a rc aorrereacs,t f7i8rs%t wrees pweecrteiv tehleyn f aobr lWe thoi teexsp. l ore how
wanodr dlist eprearc ym einduutcea otino nO pRlaFy ssu abns eimqupeonrttlayn t g rades added to that predictive power. It is
aroclhei einv emd oav pinagss pinego pslceo oreu to onf t hpeo vsetarttey’ tso yweaarrd- i Andceheidev leikmeelyn tt hgaatp ps acratinc ibpea taitntrgi bteuatecdh etros aa t
egnreda rteera dsienlfg- sausfsfeiscsiemnecnyt .p oIts ti-sg yraedt uuantciolena.r dviafrfieerteyn ot fs cfahcotoolrss .( o Cr eervteainn wlyi,t hthine da osmchinoaonl)c e
hSocwho ooflste ann idn dhiovmideu eanl vteiarocnhmeres natrse s hare mofa my ounseo ldinifgfueirsetnict ,c writheirtiea f teom daeltee rtemaicnhee ras in
eresstapbolnisshibinilgit ya nfdo ru lsiitnerga lcoyc sakl iblle ndcehvmeloarpkms.e nt” setduudceantito’sn r meaadyin hga vgera pdlea y(e a.g r.o, lme ainy tihnec laubdieli ty
(p. 8). dtoa tcao onnn esctut dweinthts d’ ipvaerrtsice igpraotiuopns, owfo srtku dents
A measure of decoding was specifically c(Bomallp l&et iToyns, ovno,c 2a0b1u1la; rDy,a arlnindg s-pHeallminmg otensdt s&).
aAd dsteudd teon tt hdios esst undoyt cwoimthe t htoe thhyep coltahsessrioso tmha at NBroannestfhoerlde,s s2,0 O05R)F. Saloomnee wstausd ineost haasv e
dbelacnokd isnlagt ere, mhoawinesv aenr, ibmupt oisrt arindtd slkedil lw foitrh psuregdgiecsttievde tohfa rte vaadriinagb laecsh oief vinemcoemnte ,a sp awreans taa l
seuxcpceersiesn ocne sh tihgaht ssthaakpees ytheea rs teundde nretsa’d ing medoudcealt itohna ta inndc loucdceudp raetiaodnin, gan gdr aimdems.i g ration
aaspspersosamche nttos ,s wchhoiochl, taybpiliictayl ltyo ipnecrlfuodrem h, iagnhde r- status may play a role in Hispanic students’
lceovmelp dreehceondsaibolne. w Roersdesa. r cOhf innodtiec,a tNesW thFa its not Are apdoisntg-h doecv aenloaplymseisn rt e(vGeraoluedw tsh, a1t9 92; Pond,
tpyapriecnatlally i andvmolivneimsteernetd i nin a t shtiurdd egnrtasd’ e and a1p9p9r9o)x. i mUnatdeelrys t4a%nd oinf gth teh ep afartcitcoirpsa nthtsa ti nh itnhdise r
bscehnocohlminagr kcsa nar ger uenatalvya iimlapbalec tf ohro wth itsh pe ecrhioildd sotru sduyp wpohrot leiaternraecdy a d tehvierdlo-qpumaerntetr i sre iamdpinogr tant
(sGucocoede d&s (KAaumeirnbsakcih, ,2 1090927);. GTahiutasn, ,t h2e0 12; gasra rdees eoafr cahn hAa sf aiinldedic tahteed R ae alidnikn gb eFtwCAeeTn.
iOnrctliuzs, i2o0n0 o4f) .N WF in this study with third Mliteorraecoyv edre,v aeplporpomxeimnta atenldy a8c%hi eovf etmhoesnet wlahteor
g raders was exploratory; however, the eoanr nine dli fae B (B faililliendg,s 4, 42%00 9w;h Do iecakrinnesodn a &C
hByepcoatuhsees rise afdoirn igts a inmdp loitretraanccye awrea si mnopto rtant fTaailbeodr,s 6, 72%00 2w; hHoe erabrenres de ta aDl. ,f 2a0il1e2d), .a nd 78%
stou pupnodretresdt abnyd itnhge sd iant at.h eA f ipeolds to-hf oecd uancaatliyosnis, who earned an F failed the state’s year end
rthevise satluedd yt hwaitl lif f oencutesr eodn ftihrest a, nNaWlysFi sw oafs daa ta assessment of reading achievement. Perhaps
sreiglantiifnicga tnot rperaeddiincgto arc (haise vweomueldn tb sec eoxrepse cotfe d Fina mteailcyh ienrvs’o lcvoenmsternutc tiiso onns eo af srpeeacdti nthga gt rtahdise s
fHroismpa tnhiec csoturrdeelnattsio ann md aatsrpixec),t sb ouft iptes resfofneaclt sthtued tye aacihmesr st oa rleo opkic akti nmgo urep colno sseolmy.e tFhainmgi ly
wbaacsk ngeroguatnedd tahsa ts omoany a asf OfeRctF a esntutedreendt sth’ e mabaoyv ep ltahya ta no fi nresatrduimnge nfltuael nroclye winh ilcithe riasc y
mscoodree.l . I tT ihse i minpsoigrntainfitc taon cceo nosfi dNeWr tFh ec ould be dcoevnetrliobpumtinengt t aom oovnerga cllh rieldardeinn g( Bacilhliinegvse,m ent.
cstoundterinbtus ttehda tt om tahkee h uigph t hceo rproelpautiloatni obne tiwn eoeunr 2P0re0v9i;o Ousr triezs, e2a0r0ch4 ;r Wegharitdeihnugr satc ceut raal.c,y 1 o9f8 8).
OnaRtiFo na’nsd c NlaWssrFo osumcsh. tThahte N UW.SF. idsi odn n ao t add Mteaocrheeorvse’ ra, sas efasmsmileyn’tss ionfc oremaed icnagn s akfiflol rd for
atrnayje ucntoiqryu eto c oconntrtiibnuutei otno. b Necoonmeteh eless, NWF aindddiictiaotensa lt hoaptp toeratcuhneirtise asr feo gr oleoadr njuindgg eosr obfe a
sinimcrpelays idnigdl yn odti vaeprpseea (rB toa lbl e& a Tn yimsopno, r2ta0n1t1 ; rveasrtireitcyt eodf breya fdininagn csikaill lism. pFleicinatbieorngs .a nPdo verty
fBaocstokre i&nd Bepeennadveenntt eo-fM thceE enfefreyc,t 2o0f1 O0)R. F in iSsh aa pgirreoa t( 2is0s0u3e) fnaoctiendg tmhaatn syt usdtuednetsn’t sa stosedsasye.d
tHhiisrpda gnriacdse, .e specially, are the group of Borearll irneeard i(n2g0 0f6lu)e pnociyn tssk oilul tw thasa th pigohvleyr ty is the
individuals that are the fastest growing icsosruree ltahtaetd iws mitho stet apclhagerusi’n gp rsetduidcetinotn s of oral
Isnu bcsoent torafs tth, eth Ue .fSin. dpionpgu ltahtaito rne (aHdienmg pghrialdl e&s arecahdieinvge mfleunetn acny dr atthea t( rs t=u d.7e0n)t.s oAfd udribtiaonn ally,
dViadn unneimquaenl,y 2 c0o1n1t;r iHbuumte etso, tJhoen pesre, d&ic Rtiaomn iorfe z mBainteosr iatnyd a nNde tptoelobre sctku d(2en0t0s1 a) reex baemloinwe dth tahte o f
r2e0a1d1in; gK aocbheire, v2e0m10en).t aMboovreeo avnedr, beyond tahceciurr maciyd dolfe -tecalacshse wr jhuidteg mpeeenrtss. i “nA re madaijnogr ity
OapRpFro, xainmda itne ltyh e1 2c%on toefx pt eoofp allel aogf et hfeiv oet hanerd oacf hsicehvoeoml-eangte a Lmaotinngo sctuhdilednretsn wariteh and
voavreira binle tsh ein U th.Se. maroed Heli swpaasn iucn (eRxopbecintesdo.n ,T he ewciothnooumt icclaalslsyr odoismad bveahnatavgioerda.l pMroobrele tmhasn.
p2r0e0d8i)c.t i vSeo muteil irteys eoafr tceha cinhdeircsa’ taesss tihgante tdh ere is oRnees-uflotsu rotfh t(h2i7s %st)u dcoy mined ficroamted f athmaitl iteesa cwhiethrs
raena adcinhgie gvreamdeesn th gaas pn obte tbweeeenn w Widheiltye students irnemcoamineesd b aeclocuwr athtee jpuodvgeerst yo fl erveaedl,i nangd
danisdc uHsissepda ninic t hsteu lditeenrtast u(Rreo obnin psroend, i2ct0i0n8g; aanccouthraecr y3 3(r% = a .r7e7 n) eaanrd p roeoard”i n(gK ober, 2010, p.
rReoajdaisn-gL eaBchoiueevfe m&e Snlta. t eIt, 2is0 c1o2n; cLeoivpaebzl ee tt.h aalt, 3co).m prehension (r = .62), despite the
s2t0u0d7e)n. t sK’ orebaedri (n2g0 f1l0u)e nccitye ss kthilalt ibny g eeingehrtahl presence of classroom behavior problems.
cgorandtrei,b Hutiesdp,a nati cl esatsutd ienn ptsa artr,e t oo nthlye 5le8t%te r While students with behavior problems

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235
Running head: STUDENT PREDICTORS OF READING

The Journal of Research in Education Fall 2013 Volume 2
AGAINST CONVENTIONAL WISDOM 3
tWenadmedb at o( 2p0e1r1fo) ramsc merotarein pso tohrel yc oonnc tehren over Mproisfsiciniegn dt aitna raelasdoi npgo sbeyd 8stohm ger addieff iacnudl toyn floyr
rcehaidldinregn m anedas rueraedsi, ntgh ei nte tahceh feorlsl odwidi nngo:t t5h6i%s s otufd Hy;i stpeaanchice rh isguhrv secyh oreotlu srtnu draetnetss wareer e
u “nRdeearedsintigm aanted rwearditiinngg sakreil lp (aBssapteosr t&s t o nporot faics ihenigt hi na sr eeaxdpinecgt ecdo,m repsaureltdin tgo i8n1 m%i sasnidn g
Nacehtiteevlbeemcken, t2 i0n0 1m)a. n y other curricular areas, t7h8i%rd rqeusapretcerti vreealyd ifnogr gWrahdietess f. o r several
and literacy education plays an important s tudents. To compensate, the final reading
Irno lseu imn ,m reosvuinltgs opfe othpilse sotuutd yo:f p1o) vseurptyp otortw ard g Aracdheies vwemeree nuts geadp tso craenp lbaec ea tmtriisbsuitnegd vtoal au es
pgrreevatieoru sse flifn-sduinffgisc ioefn cthye p porsetd-gicrtaidvue avtiaolune. of avsa rdieetsyc roibf efdac atobrosv. e .C eArtdadinitliyo,n tahlely d, oomf 1in8a1n ce
OScRhFo,o elsv eann dw hhoemn ec oenntvriorlolinnmg efnotrs ssthuadreen t coof nmseonntoinlign gpuairsttiicci,p wanhtist,e O feRmFa alen dte NacWheFr sd ianta
dreesmpoongsraibpihliitcys ;f o2r) lditoe rnaocty s sukpipllo drte tvheel oupsme eonf ta” wedeurcea ctioolnle cmteady fhoarv 1e4 p5l apya rat ircoilpea nints t hwei tahb ility
d(pe.c 8o)d.i ng measure to improve the prediction atob sceonntneeecistm w iatsh tdhiev meroses tg croomupms oonf sctauudseen otsf
o f reading achievement; and 3) highlight the m(Biaslsli n&g Tasysseosns,m 2e0n1t1 d; aDtaa. r lWingh-iHlea am vmaroinetdy &of
uAn siqtuudee inntf lduoeensc ne orte acdoimnge tgor athdee sc olans sthroeo m a sBtrraantesgfioersd ,a n2d0 0s5ta)t. i sStiocmale t esctuhdniieqsu hesa vaer e
pbrlaendkic stiloante o, fh orewaedvinegr, abcuhti iesv reimddelnetd. wFritohm a asuvgaigleasbtleed t oth raets veaarricahbelress, oefa cinhc womithe ,p proarse anntadl
ceoxspte-rbieennecfeist athnaatl yshsiasp pee trhsep esctutidveen, tosv’ er- ceodnusc a(tsieoen Banarda lodcic aunpda tEionnd,e arns,d 2 i0m1m0)i,g wraeti on
iadpepnrtoiafycihn gto s stuchdoenotls, aabs inlietye dtoin pge ardfodrimtio, naanld estlaetcutes dm taoy r eptlaaiyn ath reo l1e4 i5n cHaissepsa tnhiact shtaudd ebnottsh’
icnotmerpvreenhteionnsi mona.y Rbees peraerfcehr ainbdlei ctahtaens uthnadte r- OreRadFi nagn dd eNvWeloFp dmaetan,t a(cGcreoputwinsg, t1h9e9 m2;i nPiomnadl,
ipdaernentitfayli ningv uonlvdeemr-eancht iienv ain sgtu sdtuednetsn’t s l1o9s9s9 i)n. sUtantidsetircsatal npdoiwnge rt.h eN foancetothrse ltehsast, huisnindger
(sRchooeohlriingg e ct aanl. ,g 2re0a0t8ly) .i m Gploacvte hr oawnd t hAel bcehrisld tohre s 1u4p5p-ocrat sleit esruabcsye td setvilell ocopumlden ht aivs ei mcrpeoartteadn at
(s2u0c0ce7e)d dsi s(cAuuses rbboatchh ,p 1ro9s9 7an; dG caoitnasn ,t o2 0o1v2e;r basia rseesde asrucbhs ehta os fi nthdeic oartiegdi naa lli n1k8 1b ectawseese na nd is
aOnrdti zu,n 2d0e0r-4i)d.e ntification (e.g., increased oliftfeerraecdy adse va elliompimtaetinotn a onfd tahcish isetvuedmy.e nt later
b urden on programming resources), but on in life (Billings, 2009; Dickinson &
aBgerceaeu tshea rt euanddinegr- iadnedn tliifteicraatciyo na ries iam gproearttaenr t STuabbotersst, a2d0m02in; iHsterrabtieorns eetr raolr. ,f 2o0r 1N2W). F was
rtois ku nwdheersnt atnhde icnognss ienq tuheen fcieesl da roef medourcea htiiognh,- m ildly problematic in the present study
sthtaisk esstu, dsuyc wh ialls fionc yues aorn-e tnhde aacnhaileyvseism oefn dt ata ( 8.8% of protocols with errors). The NWF
treeslatitningg. t o reading achievement scores of sFuabmteilsyt iisn vuoselvde lmesesn ft riesq ouneen talsyp tehcatn t hOaRt tFh iisn
Hispanic students and aspects of personal tshtuisd yd iasitmricst taon ldo oisk r aetp moroterde cblyo sseolmy.e Fteasmteirlsy
Lbaicmkigtraotiuonnds that may affect a students’ amsa my oprlea yd iafnfi cinuslttr tuom aednmtailn irsotleer iann ldit secraocrey
score. It is important to consider the gdievveenlo tphmate enxt aacmt pornogn cuhniclidarteionn ( Bofil ilnindgisv,i dual
Lstiumdietnattsio tnhsa ti nm tahkise sutpu dthye w peorpeu rloaotitoend in our p2h0o0n9e; mOertsi zis, 2re0q0u4i;r eWd hfioter hsucorsrte e ctr aeld.,i t1. 9 88).
pnraitmioanr’isl yc lians tshroe olamcsk. o Tf hceo nUs.eSn.t iisn go n a PMeorhreaopvs eirn, cal ufdaminigl yp’rso itnoccooml feo rc ainnt earf-ford for
ptraarjteicctioprayn ttso, cmoinstsiinnuge d taot ab,e acnodm seu btest oadbdseitrivoenra rl eolipapboilrittuyn cithieesc kfos rd luerairnngi ng or be
aindcmreiansisintrgaltyio dni vaedrhseer e(Bncaell. & A Tlthyosoung,h 2 t0h1e1 ; aredsmtriinctiestdr abtyio fni nwaonuciladl himavpel ibceaetino nhse.l p Pfuolv ienr ty
rBeotusrkne r&at eB oenf acvoennsteen-tM pcaEckneetrsy s, e2n0t1 h0o)m. e to pisi nap gorienatti nigss tuhee fsapceincigf imc asonuy rscteu doef nthtse t oday.
pHairsepnatnsi cwsa, se scpoencsiiasltleyn,t awrei tthh ea vgerroaugpe oref turn pBreorblilneemr s( 2a0ss0o6c)i aptoeidn tws iothu tt hthaat tm peoavseurrtye. is the
rinatdeisv ifdour amlsa tihleadt aorre s tehnet -fhaostmeset growing issue that is most plaguing student
dsuobcsuemt eonf ttahteio Un,. Sth. ep ofipnualla stiaomnp (lHe emmapyh siltli l&l Lacahsitelyv,e wmiethn t2 a4n do ft hthaet sthtuirdde ngtrsa doef ustrubdaenn ts in
rVeapnrenseemnat nsy, s2t0e1m1a; tHicu bmiaess ,t oJwonaerds, f&am Rilaimesi rez tmhein soarmityp laen rde ppeoaotri nsgtu tdheinrdts g arraed eb,e ilto iws that of
w20h1o1 a; rKe opboesrs,i b2l0y1 m0)o. r Me ionrveoolvveerd, in their pthoesisri bmleid tdhlaet- cthlaessse wsthuidtee nptese hrsa.d “sAee nm tahjeo roitrya l
cahpiplrdorxenim’sa etedluyc 1a2ti%on o ofr p meooprele c aognes cfiievnet iaonuds roefa sdcihnogo fll-uaegnec Ly aptainsosa cgheisl durseend a irne this sample
ionv ecro minp tlheeti Ung.S r.e qaruee sHteisdp daoncicu m(Reonbtaintisoonn., aetc osonmome ipcoalilnyt dpirsioadr vtoa nthtaigs esdtu. d My, oproet ethnatina lly
W20h0i8l)e. r eSsoumltes mreaseya nrcoht bined uicnaivteesr stahlalyt there is aofnfee-cftoinugrt hth (e2 r7e%su)l tcso. m Heo fwroemve fra, mthiilsie iss with
ganen aecrhaileizvaebmlee ntot gaallp t hbiertdw gereand We shtuitdee snttusd, ethnets uinncloikmeleys gbievleonw t hthaet tphoevseer tsytu ldeevnetls, a(wndh o were
aranndd Homis psaanmicp lsitnugd emnetsth (oRdo wbianss oan s,t r2e0n0g8th; in aalnroetahdeyr n3o3t% a cahriee nveinagr pwoeolrl ”a c(Kadoebmeri,c a2l0ly1)0 , p.
Rthoisja sst-uLdeyB. ouef & Slate, 2012; Lopez et. al, w3)e. r e able to decode, comprehend, and/or
2007). Kober (2010) cites that by eighth r ecall the passages in any great detail that
grade, Hispanic students are only 58% would substantially alter the ORF scores for

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