Factors affecting student success in beginning reading instruction

Language Growth

What factors affect a student's success in beginning reading instruction?

According to a 2003 conducted by the Public Policy Institute of California, entitled "New Insights into School and Classroom Factors Affecting Student Achievement," student success in beginning reading instructions as measured by high test scores is strongly correlated with the scores of a student's peer group in the same grade. Obviously, socio-economic factors and quality of instruction contribute to overall peer performance but simply being in a social environment where reading is prioritized can be an asset. If the student's peers come from a stable background where reading is encouraged, the student's success at reading is likely to be higher -- conversely, even a student from a reading-positive family environment can be thwarted in his or her efforts in a disruptive classroom.

The fact that this correlation was not due to instructor quality alone is suggested by the Institute's finding that the average initial basic skills test scores of a student's peers in his or her classroom also influenced his or her abilities in reading and language acquisition. The percentage of days a student was absent was the strongest negative predictor, however, of poor reading performance. Class size was another important factor in influencing reading achievement, especially amongst ESL students in the elementary grades. Individualized instruction to suit the student's needs was important but specific teacher qualifications had no statistically significant effects.