21680086 - Early Childhood Education Journal, Vol. 33, No....

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Examining Gifted Students Who Are Economically At-Risk to Determine Factors that Influence Their Early Reading Success Lora Battle Bailey 1,2 The aim of this study was to determine whether the Frequency with which parents read to their children, Preschool Exposure and the initial Age that students ‘‘who are economically at-risk’’ were Frst exposed to signiFcant literacy activities at home or in a preschool setting a±ected their reading grades. Students ‘‘who are economically at-risk,’’ for the scope of this study, are those students whose family incomes qualify them to receive either free or reduced lunches. The criteria set forth by the United States Department of Agriculture’s School Lunch Program and Child Nutrition Web site (United States Department of Agriculture, 2005) was used to determine whether families were qualiFed to receive reductions in the price of their school meals. Parents of students from six southeast Alabama schools were selected to participate in the study. All six schools administered the Questioning, Understanding, Enriching, Seeking and Thinking (QUEST) program for gifted or academically successful students. The subjects were 84 parents/families with public school children who are economically at-risk and par- ticipated in the QUEST program. Data were gathered using a questionnaire developed by the researcher. Instructional implications for this research study are to (1) improve reading instruction for economically at-risk students within our nation’s elementary schools; (2) equip parents with teaching tools and theories for providing critical pre-reading skills to their young children and (3) to provide sound research for teacher educators to base their instruction to preservice teachers preparing to teach students who are economically at-risk. KEY WORDS: Gifted education; at-risk students; early childhood education; parent involvement. Students who are at-risk have been the focus of a myriad of studies throughout the history of modern education (Bonilla, Goss, & Lauderdale, 1999; Campbell & Ramey, 1995; Elias, Hoover, & Poe- dubicky, 1997; Ho±man, 1993; Pianta & Walsh, 1996; Sanacore, 1994). To deFne various conditions that lead educators to describe students as being at-risk, the researcher reviewed the relevant literature and found that students are at-risk based on their socio-economical status (SES), and their emotional, social, physical, mental or behavioral states. ²or example, Sanacore (1994) reported that students at-risk are those who attended schools that fail to meet their academic, social or emotional needs. He examined students who are at-risk from a multifaceted perspective rather than honing in on one speciFc element that caused students to become at-risk. His report provided a rich context that allowed the researcher to understand students who are at-risk due to inequities within the educational system and social justice issues.
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.

Page1 / 10

21680086 - Early Childhood Education Journal, Vol. 33, No....

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online