Table S8. Standard errors for the acquisition of reading skills from spring kindergarten to spring 3rd grade among children who began kindergarten in fall 1998, by number of family risk factors: 1998–2002
|
|---|
| Reading skill and number of family risk factors |
Spring
kindergarten |
Spring 1st |
Spring 3rd |
|
| Literal inference |
|
|
|
| Zero |
0.12 |
0.98 |
1.05 |
| One |
0.15 |
0.82 |
1.63 |
| Two or more |
0.14 |
0.68 |
2.32 |
| Derive meaning |
|
|
|
| Zero |
0.03 |
0.34 |
1.33 |
| One |
0.03 |
0.29 |
1.62 |
| Two or more |
0.02 |
0.35 |
1.56 |
| Interpreting beyond text |
|
|
|
| Zero |
0.02 |
0.20 |
0.96 |
| One |
0.02 |
0.15 |
1.03 |
| Two or more |
0.01 |
0.18 |
1.09 |
|
SOURCE: Rathburn, A., and West, J. (2004). From Kindergarten Through Third Grade: Children’s Beginning School Experiences (NCES 2004–007), table A-9a and previously unpublished tabulation (November 2004). Data from U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 1998 (ECLS–K), Longitudinal Kindergarten-First Grade Public-Use Data File and Third Grade Restricted-Use Data File.
|
|
