1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

/pdf/preventing-reading-difficulties-in-young-children-e47oikxhcj.pdf

Preventing reading difficulties in young children

/pdf/social-capital-a-theory-of-social-structure-and-action-4m7poq6byy.pdf

Social capital: a theory of social structure and action

This prospective study tested with 272 children a structural model of the network of sociocognitive influences that shape children's career aspirations and trajectories. Familial socioeconomic status is linked to children's career trajectories only indirectly through its effects on parents' perceived efficacy and academic aspirations. The impact of parental self-efficacy and aspirations on their children's perceived career efficacy and choice is, in turn, entirely mediated through the children's perceived efficacy and academic aspirations. Children's perceived academic, social, and self-regulatory efficacy influence the types of occupational activities for which they judge themselves to be efficacious both directly and through their impact on academic aspirations. Perceived occupational self-efficacy gives direction to the kinds of career pursuits children seriously consider for their life's work and those they disfavor. Children's perceived efficacy rather than their actual academic achievement is the key determinant of their perceived occupational self-efficacy and preferred choice of worklife. Analyses of gender differences reveal that perceived occupational self-efficacy predicts traditionality of career choice.

https://www.uky.edu/~eushe2/BanduraPubs/Bandura2001CD.pdf

Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories.

“WHAT can men do, what do they do, and what do they want to do ?”—these are the uestions that Prof. Thorndike seeks to answer in a very comprehensive and elaborate treatise. His undertaking is inspired by the belief that man has the possibility of almost complete control of his fate if only he will be guided by science, and that his failures are attributable to ignorance or folly. The main approach is through biological psychology, but all the social sciences are appealed to and utilized in an effort to deal with the human problem as a whole. The relative immaturity of the sciences dealing with man is continually stressed, but it is claimed that they provide a body of facts and principles which are “far above zero knowledge”, and that even now they are capable of affording valuable guidance in the shaping of public policy. Human Nature and the Social Order By E. L. Thorndike. Pp. xx + 1020. (New York: The Macmillan Company, 1940.) 18s. net.

Human Nature and the Social Order

The segmented assimilation theory offers a theoretical framework for understanding the process by which the new second generation – the children of contemporary immigrants – becomes incorporated in

https://is.muni.cz/el/1423/jaro2004/SOC732/um/Zhou_1997._Segmented_Assimilation._Issues__Controversies__and_Recent_Research_on_the_New_Second_Generations.pdf

Segmented assimilation: issues, controversies, and recent research on the new second generation.

Objective The rise in the volume and diversity of immigrants to the US since 1960 has increased concerns about whether assimilation benefits educational achievement To address this issue we evaluate the relative merits of three hypotheses regarding generational status and scholastic performance: (1) straight-line assimilation; (2) accommodation without assimilation; and (3) immigrant optimism Methods Specifically we use the National Education Longitudinal Study of 1988 (NELS:88) to examine the impact of generational status on three indicators of educational achievement: grades achievement test scores and college aspirations of 8th graders Results Overall our results are consistent with hypotheses (2) and (3) and suggest that behavioral differences between immigrant and native parents are essential ingredients in explaining the differential performance of immigrant and native youth We also find however that the effects of generational status on scholastic outcomes differ by race and ethnic group such that parental nativity is most crucial for Asians and less so for Hispanics while childs birthplace is more decisive for educational achievement among blacks Conclusions Because foreign-born youth are at a slight disadvantage due to their limited English skills and because immigrant parents promote academic achievement second generation youth (ie native-born children of foreign- born parents) are best positioned to achieve scholastically (authors)

Optimism and achievement: the educational performance of immigrant youth

▪ Abstract Understanding racial, ethnic, and immigrant variation in educational achievement and attainment is more important than ever as the U.S. population becomes increasingly diverse. The Census Bureau estimates that in 2000, 34% of all youth aged 15–19 were from minority groups; it estimates that by 2025, this will increase to 46% (U.S. Census Bureau 2000). In addition, approximately one in five school-age children reside in an immigrant family (Zhou 1997, Suarez-Orozco & Suarez-Orozco 2001). We provide an overview of recent empirical research on racial, ethnic, and immigrant differences in educational achievement and attainment, and we examine some current theories that attempt to explain these differences. We explore group differences in grades, test scores, course taking, and tracking, especially throughout secondary schooling, and then discuss variation in high school completion, transitions to college, and college completion. We also summarize key theoretical explanations used to explain persist...

Racial and Ethnic Stratification in Educational Achievement and Attainment

Using the National Education Longitudinal Study of 1988 (NELS:88), we analyze how educational aspirations are formed and maintained from eighth to twelfth grades among a single cohort of youth. Guided by research in the status-attainment literature, which focuses on how aspirations are shaped, and the blocked-opportunities framework, which considers the structural obstacles that bound or level aspirations, we find that the relative shares of minority youth who have high educational aspirations are high from eighth to twelfth grades. However, ethnic groups differ in the extent to which high educational aspirations are maintained such that black and Hispanic youth have less stable aspirations. Our results suggest that family socioeconomic status (SES) not only contributes to ambitious aspirations in eighth grade but, more important, to the maintenance of high aspirations throughout the high school years. Because black and Hispanic students are less likely to maintain their high aspirations throughout high s...

Educational Aspirations of Minority Youth

Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school Minority immigrant parents, compared with native-born parents, reported more barriers to participation and were subsequently less likely to be involved at school Among immigrant parents, time spent in the United States and English language ability were positively associated with involvement, but these associations differed by race Barriers to involvement serve as another source of disadvantage for immigrant parents and their children

Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

The image of Asian-Americans as "model minorities" is driven, in part, by the high academic achievement of Asian-American children. To evaluate this characterization, I use the National Education Longitudinal Study of 1988 (NELS:88) to compare Asian and white eighth graders on reading and math test scores and grades. Results indicate that the difference between Asians overall and whites on reading and math test scores can be explained by differences in family background. However, analyses by Asian subgroups reveal that Chinese, Korean, and Southeast Asian youth earn higher math scores while Pacific Islanders earn considerably lower math and reading scores than their white counterparts. Whites and Asians differ substantially in their grade performance, which suggests that cultural and behavioral differences may be an important influence on grades. Analyses of Asian subgroups show no statistical difference between ethnic groups, although only Southeast Asians earn perceivably higher grades than whites after...

https://www.jstor.org/stable/pdfplus/1085574.pdf

Grace Kao

Papers

Optimism and achievement: the educational performance of immigrant youth

Racial and Ethnic Stratification in Educational Achievement and Attainment

Educational Aspirations of Minority Youth

Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

Asian Americans as Model Minorities? A Look at Their Academic Performance