National Institute for Literacy - Facts & Statistics - The Early Childhood Longitudinal Study

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The Early Childhood Longitudinal Study

The Early Childhood Longitudinal Study (ECLS) is sponsored primarily by the U.S. Department of Education, National Center for Education Statistics (NCES), in collaboration with other federal agencies and organizations. It provides detailed information on children's health, early care, and early school experiences through two cohorts, the Kindergarten Cohort and the Birth Cohort. The main study (Kindergarten Cohort) began in the fall of 1998 with a nationally representative sample of approximately 23,000 kindergartners from about 1,000 kindergarten programs. These children will be followed longitudinally through the 5th grade. The Birth Cohort includes a nationally representative sample of approximately 15,000 children born in the calendar year 2000 who will be followed longitudinally from birth through the end of first grade. The sampled children come from diverse racial-ethnic and socioeconomic backgrounds.

Reading Scores

By the spring of kindergarten children should be able to recognize the letters of the alphabet "quickly and effortlessly", and understand the letter-sound relationship at the beginning and end of words. By the spring of first grade, most children should be recognizing words by sight and comprehending words in the context of simple sentences.
(National Academy Press 1998 and Committee on the Prevention of Reading Difficulties in Young Children 1998, cited in Denton, p10)

Children from more disadvantaged backgrounds (e.g. less than high school maternal education) are closing gaps in basic skills (i.e., recognizing their letters and counting beyond 10). However, these same children lag further behind their more advanced classmates when it comes to gaining more sophisticated reading and mathematics knowledge and skills (i.e., recognizing words by sight). In fact, the gap has widened.
(West, p16)

ECLS found that the average mean reading scores (scale of 0-72) of kindergartners were:

22 in the fall of 1998,
32 in the following spring, 1999.
27 was the average score in the fall for those whose mother had a bachelor's degree or higher,
37 was the average score for the same group in the following spring.
20 was the average score in the fall for those whose mother had a high school diploma or equivalent,
30 was the average score for the same group in the following spring.
17 was the average score in the fall for those whose mother's education was less than high school,
26 was the average score for the same group in the following spring.
(West, p44, Table 2)

The Early Childhood Longitudinal Study found the following for first-grade students from the fall of 1998 and spring of 1999:

99% had letter recognition skills in the fall,
100% in the following spring.
28% had sight-word recognition skills in the fall,
83% in the following spring
11% could understand words in context in the fall,
47% in the following spring.
88% could understand the letter-sound relationship at the beginning of words in the fall,
98% in the following spring.
72% could understand the letter-sound relationship at the end of words in the fall,
94% in the following spring.
(Wirt, p117, Table 9-1)

Some more facts about first-time kindergartners from the same study show that:

65% had letter recognition skills in the fall,
94% the following spring.
29% could understand the letter-sound relationship at the beginning of words in the fall,
72% the following spring.
17% could understand the letter-sound relationship at the end of words in the fall,
52% the following spring.
2% had sight-word recognition skills in the fall,
13% the following spring.
1% could understand words in context in the fall,
4% the following spring.
(West, p45, Table 3)

In the fall of 1998, of the first-time male kindergartners:

61% had letter recognition skills; 92% in spring 1999,
26% could understand the letter-sound relationship at the beginning of words; 68% in spring 1999,
15% could understand the letter-sound relationship at the ending of words; 48% in spring 1999,
3% had sight-word recognition skills; 12% in spring 1999, and
1% could understand words in context; 4% in spring 1999.

In the fall of 1998, of the first-time female kindergartners:

69% had letter recognition skills; 95% in spring 1999,
32% could understand the letter-sound relationship at the beginning of words; 76% in spring 1999,
18% could understand the letter-sound relationship at the ending of words; 56% in spring 1999,
2% had sight-word recognition skills; 15% in spring 1999, and
1% could understand words in context; 5% in spring 1999.

In the fall of 1998, of the White, non-Hispanic first-time kindergartners:

71% had letter recognition skills; 96% in spring 1999,
34% could understand the letter-sound relationship at the beginning of words; 77% in spring 1999,
20% could understand the letter-sound relationship at the ending of words; 57% in spring 1999,
3% had sight-word recognition skills; 15% in spring 1999, and
1% first-time kindergartners could understand words in context; 5% in spring 1999.

In the fall of 1998, of the Black, non-Hispanic first-time kindergartners:

57% had letter recognition skills; 90% in spring 1999,
20% could understand the letter-sound relationship at the beginning of words; 59% in spring 1999,
10% could understand the letter-sound relationship at the ending of words; 39% in spring 1999,
1% had sight-word recognition skills; 8% in spring 1999, and
less than 0.5% could understand words in context; 2% in spring 1999.

In the fall of 1998, of the Asian first-time kindergartners:

79% had letter recognition skills; 98% in spring 1999,
43% could understand the letter-sound relationship at the beginning of words; 85% in spring 1999,
28% could understand the letter-sound relationship at the ending of words; 68% in spring 1999,
9% had sight-word recognition skills; 29% in spring 1999, and
5% kindergartners could understand words in context; 14% in spring 1999.

In the fall of 1998, of Hispanic first-time kindergartners:

50% had letter recognition skills; 90% in spring 1999,
20% could understand the letter-sound relationship at the beginning of words; 65% in spring 1999,
11% could understand the letter-sound relationship at the ending of words; 45% in spring 1999,
1% had sight-word recognition skills; 10% in spring 1999, and
less than 0.5% could understand words in context; 3% in spring 1999.

In the fall of 1998, of the first-time kindergartners of other racial/ethnic groups:

51% had letter recognition skills; 89% in spring 1999,
21% could understand the letter-sound relationship at the beginning of words; 61% in spring 1999,
12% could understand the letter-sound relationship at the ending of words; 41% in spring 1999,
2% had sight-word recognition skills; 9% in spring 1999, and
1% understand words in context; 3% in spring 1999.

In the fall of 1998, of the first-time kindergartners with 2 or more risk factors:

40% had letter recognition skills; 85% in spring 1999,
11% could understand the letter-sound relationship at the beginning of words; 51% in spring 1999,
5% could understand the letter-sound relationship at the ending of words; 31% in spring 1999,
1% had sight-word recognition skills; 4% in spring 1999, and
less than 0.5% could understand words in context; 1% in spring 1999.

In the fall of 1998, of the first-time kindergartners with 1 risk factor:

57% had letter recognition skills; 91% in spring 1999,
21% could understand the letter-sound relationship at the beginning of words; 65% in spring 1999,
11% could understand the letter-sound relationship at the ending of words; 44% in spring 1999,
2% had sight-word recognition skills; 9% in spring 1999, and
1% could understand words in context; 3% in spring 1999.

In the fall of 1998, of the first-time kindergartners with 0 risk factors:

73% had letter recognition skills; 96% in spring 1999,
36% could understand the letter-sound relationship at the beginning of words; 78% in spring 1999,
21% could understand the letter-sound relationship at the ending of words; 59% in spring 1999,
3% had sight-word recognition skills; 16% in spring 1999, and
1% could understand words in context; 5% in spring 1999.

In the fall of 1998, of the first-time kindergartners in public school:

62% had letter recognition skills; 93% in spring 1999,
26% could understand the letter-sound relationship at the beginning of words; 70% in spring 1999,
15% could understand the letter-sound relationship at the ending of words; 49% in spring 1999,
2% has sight-word recognition skills; 11% in spring 1999, and
1% could understand words in context; 4% in spring 1999.

In the fall of 1998, of the first-time kindergartners in private school:

82% had letter recognition skills; 97% in spring 1999,
45% could understand the letter-sound relationship at the beginning of words; 83% in spring 1999,
28% could understand the letter-sound relationship at the ending of words; 66% in spring 1999,
5% had sight-word recognition skills; 22% in spring 1999, and
2% could understand words in context; 8% in spring 1999.
(West, p45, Table 3)

The Early Childhood Longitudinal Study assessed children's reading skills as they entered kindergarten in the fall of 1998, in the spring kindergarten of 1999, and in spring first grade 2000. They found that at the start of kindergarten in the fall:

67% had letter recognition skills, this increased to 95% of children in spring kindergarten, and 100% by spring first grade,
31% could understand the letter-sound relationship at the beginning of words, this increased to 74% of children in spring kindergarten, and 98% by spring first grade,
18% could understand the letter-sound relationship at the end of words, this increased to 54% of children in spring kindergarten, and 94% by spring first grade,
3% had sight-word recognition skills, this increased to 14% of children in spring kindergarten, and 83% by spring first grade, and
1% could understand words in context, this increased to 4% of children in spring kindergarten, and 48% by spring first grade.
(Denton, p11, Figure 1)

The Early Childhood Longitudinal Study found that in spring kindergarten 1999, of the children who could recognize their letters at the start of kindergarten in the fall of 1998:

86% could understand the letter-sound relationship at the beginning of words, compared to 47% of children who could not recognize their letters at the start of kindergarten;
67% could understand the letter-sound relationship at the ending of words, compared to 26% of children who could not recognize their letters at the start of kindergarten;
20% had sight-word recognition skills, compared to 1% who could not recognize their letters at the start of kindergarten; and
6% could understand words in context, compared to 0% who could not recognize their letters at the start of kindergarten.
(Denton, p19, Figure 5)

The Early Childhood Longitudinal Study compared the reading skills of children who could recognize their letters at the start of kindergarten with those who could not. They found that in the spring of the first grade (2000), of the children who had letter recognition skills at the start of kindergarten in the fall 1998:

99% understood the letter-sound relationship at the beginning of words, compared to 95% of children who did not have letter recognition skills at the start of kindergarten,
98% understood the letter-sound relationship at the ending of words, compared to 87% of children who did not have letter recognition skills at the start of kindergarten,
92% had sight-word recognition skills, compared to 63% who did not have letter recognition skills at the start of kindergarten, and
60% understood words in context, compared to 21% who did not have letter recognition skills at the start of kindergarten.
(Denton, p19, Figure 6)

Parental Involvement in Learning

The Early Childhood Longitudinal Study found the following for kindergartners in the fall of 1998:

46% of parents read to their children every day.
(Coley, p55, Figure 31)
62% of parents with a high socioeconomic status read to their children every day, compared to
36% of parents with a low socioeconomic status.
(Coley, p56, Figure 32)

Outcomes of Parental Involvement

The Early Childhood Longitudinal Study found that of the children who were read to at least three times a week as they entered kindergarten:

76% had mastered the letter-sound relationship at the beginning of words, compared to 64% of children who were read to fewer than 3 times a week,
57% had mastered the letter-sound relationship at the end of words, compared to 43% who were read to fewer than 3 times a week,
15% had sight- word recognition skills, compared to 8% who were read to fewer than 3 times a week, and
5% could understand words in context, compared to 2% who were read to fewer than 3 times a week.
(Denton, p20, Figure 7)

It also found that in spring 2000, the children who were read to at least three times a week by a family member were almost twice as likely to score in the top 25% in reading than children who were read to less than 3 times a week.
(Denton, p16)

Children's Reading Proficiency and Their Parents' Educational Levels

The Early Childhood Longitudinal Study compared first time kindergartners' reading proficiency in relation to their mother's educational level in the fall 1998.

66% of kindergartners passed the letter recognition reading proficiency level. This can be broken down as follows:

38% who had mothers with less than a high school diploma (14% of kindergartners),
57% who had mothers with a high school diploma or equivalent (30% of kindergartners),
69% who had mothers with some college education, including vocational/technical (31% of kindergartners), and
86% who had mothers with a bachelor's degree or higher (22% of kindergartners).

29% of first time kindergartners passed the beginning sounds reading proficiency level. This can be broken down as follows:

9% who had mothers with less than a high school diploma (14% of kindergartners),
20% who had mothers with a high school diploma or equivalent (30% of kindergartners),
30% who had mothers with some college education, including vocational/technical (31% of kindergartners), and
50% who had mothers with a bachelor's degree or higher (22% of kindergartners).

17% of first time kindergartners passed the ending sounds reading proficiency level. This can be broken down as follows:

4% who had mothers with less than a high school diploma (14% of kindergartners),
11% who had mothers with a high school diploma or equivalent (30% of kindergartners),
17% who had mothers with some college education, including vocational/technical (31% of kindergartners), and
32% who had mothers with a bachelor's degree or higher (22% of kindergartners).

2% of first time kindergartners passed the sight-word reading proficiency level. This can be broken down as follows:

Less than 0.5% who had mothers with less than a high school diploma (14% of kindergartners),
1% who had mothers with a high school diploma or equivalent (30% of kindergartners),
2% who had mothers with some college education, including vocational/technical (31% of kindergartners), and
6% who had mothers with a bachelor's degree or higher (22% of kindergartners).

1% of first time kindergartners passed the words in context reading proficiency level. This can be broken down as follows:

Less than 0.5% who had mothers with less than a high school diploma (14% of kindergartners),
Less than 0.5% who had mothers with a high school diploma or equivalent (30% of kindergartners),
1% who had mothers with some college education, including vocational/technical (31% of kindergartners), and
2% who had mothers with a bachelor's degree or higher (22% of kindergartners).
(West, 2001, p6, Table 1 and p23, Table 6)

In the fall of 1998, of the first-time kindergartners whose mother's education was less than high school:

38% had letter recognition skills; 84% in spring 1999,
9% could understand the letter-sound relationship at the beginning of words; 49% in spring 1999,
4% could understand the letter-sound relationship at the ending of words; 29% in spring 1999,
less than 0.5% had sight-word recognition skills; 3% in spring 1999, and
less than 0.5% could understand words in context; 1% in spring 1999.

In the fall of 1998, of the first-time kindergartners whose mother had a high school diploma or equivalent:

57% had letter recognition skills; 92% in spring 1999,
21% could understand the letter-sound relationship at the beginning of words; 66% in spring 1999,
11% could understand the letter-sound relationship at the ending of words; 45% in spring 1999,
1% of first had sight-word recognition skills; 9% in spring 1999, and
less than 0.5% could understand words in context; 2% in spring 1999.

In the fall of 1998, of the first-time kindergartners whose mother had some college education:

68% had letter recognition skills; 95% in spring 1999,
30% could understand the letter-sound relationship at the beginning of words; 75% in spring 1999,
17% could understand the letter-sound relationship at the ending of words; 55% in spring 1999,
2% had sight-word recognition skills; 13% in spring 1999, and
1% could understand words in context; 4% in spring 1999.

In the fall of 1998, of the first-time kindergartners whose mother had a bachelor's degree or higher:

84% had letter recognition skills; 99% in spring 1999,
49% could understand the letter-sound relationship at the beginning of words; 86% in spring 1999,
31% could understand the letter-sound relationship at the ending of words; 69% in spring 1999,
6% had sight-word recognition skills; 24% in spring 1999, and
2% could understand words in context; 9% in spring 1999.
(West, p45, Table 3)