Examining the influence of pre-kindergarten attendance, first-grade literacy instructional practices, and instructional time on literacy growth and children's special education status

Abstract

This study examined the influence of socioeconomic status (SES), preschool attendance, and instructional time and strategies in first grade on special education placement in one of the judgmental categories (i.e., specific learning disability, emotional disturbance, or speech or language impairment) in third grade. It also examined the relationship between reading growth and special education status. Results indicated that when controlling for proficiency in beginning-sounds skills at kindergarten entry, only SES remained a significant predictor of special education placement. Results also indicated a statistically significant, but not practically meaningful, relationship between reading growth and special education status. Strengths and limitations of the study, as well as implications for policy and future research, are discussed.