Nikki Aikens

Socioeconomic Differences in Reading Trajectories : The Contribution of Family, Neighborhood, and School Contexts

In the present study, the authors use the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, to examine the extent to which family, school, and neighborhood factors account for the impact of socioeconomic status (SES) on childrens early reading. Through the use of hierarchical linear modeling techniques, growth curve models were estimated to depict childrens reading trajectories from kindergarten to 3rd grade. Family characteristics made the largest contribution to the prediction of initial kindergarten reading disparities. This included home literacy environment, parental involvement in school, and parental role strain. However, school and neighborhood conditions contributed more than family characteristics to SES differences in learning rates in reading. The association between school characteristics and reading outcomes suggests that makeup of the student population, as indexed by poverty concentration and number of children with reading deficits in the school, is related to reading outcomes. The findings imply that multiple contexts combine and are associated with young childrens reading achievement and growth and help account for the robust relation of SES to reading outcomes.

Peer Effects on Children’s Expressive Vocabulary Development Using Conceptual Scoring in Linguistically Diverse Preschools

ABSTRACT Research Findings: This study examined associations between the expressive vocabulary of classroom peers and children’s own vocabulary knowledge using conceptual scoring in a linguistically diverse sample of 4-year-olds who attended universal preschool programs in a metropolitan area. Higher peer conceptually scored expressive vocabulary was associated with higher conceptually scored expressive vocabulary for all children. The association was stronger for children who were dual language learners (DLLs), such that higher peer ability was associated with stronger growth in conceptually scored expressive vocabulary for DLLs across languages than for children fluent in English. Practice or Policy: This research suggests that policymakers may want to investigate the advantages of setting aside slots in targeted programs for children who have stronger conceptual vocabularies. Administrators should consider conceptual and verbal ability and classroom composition when assigning children to classes. This research also suggests that greater use of intentional pairs or small groups and strategies such as coaching peers in supporting one another’s conceptual vocabulary may be particularly important for DLLs.

Overcoming the educational disadvantages of poor children: How much do teacher preparation, workload, and expectations matter.

This article reviews data on aspects of the learning environment most closely associated with successful development of early academic competence, compares children from low socioeconomic backgrounds to children with higher socioeconomic status (SES) on access to academically auspicious environments, and uses the findings to identify promising targets for social innovations aimed at improving the educational prospects of poor children.