Early Literacy Practices as Predictors of Reading Related Outcomes: Test Scores,Test Passing Rates,Retention, and Special Education Referral

Recent focus on the reading skills of primary school children has led to the increase of funding for early literacy programs targeting students at risk for reading failure. In this study, self-reports of the frequency of currently advocated early literacy practices in Grades 1 through 3 were entered into regression models in an effort to predict mean language arts scores and passing rates on a 3rd-grade state examination, grade level retention, and referral for special education assessment. Regression models were also compared to models predicting rates of special education referral and retention. Findings indicate that the effect of early literacy practice on school-level outcomes depends on the measure used as an indicator of improvement. Explicit skill instruction was a significant predictor of higher passing rates on a state examination, as well as lower rates of referrals for special education assessment. However, explicit skills instruction was also a predictor of higher rates of grade retention. Holistic focus was associated with higher rates of referral for special education assessment, as well as lower retention rates. Programs that included a parent-child reading feature were associated with both lower rates of referral and grade retention. Findings are discussed in light of research in classroom environments and school reform.