Risk Factors for Reading Difficulty : Examining the hnpact of Family

Identifying reading problems in underachieving students early in their education provides the best opportunity to provide interventions (VanDerHeyden, Witt, Naquin, & Noell, 2001). Understanding the risk factors which relate to reading difficulties can help identify those students in need of screening, tracking, and potential intervention. Poverty, family size, family structure, and birth order are risk factors which have been studied to differing degrees in the literature. The current study examines whether students from varying family structures differ in reading achievement and development during their kindergarten and first grade years. Subtest scores from the Dynamic Indicators of Basic Early Literacy Skills (DlBELS) are compared by family structure groupings to determine whether there are differences in reading achievement and development. Results indicate statistically significant higher mean starting and ending scores for children living with both parents and joint custody situations compared to those just living with their mother or father, indicating family structure is a risk-factor for reading difficulty. Rates of growth were similar for all groups, however. Findings are discussed with regard to implications for current and future practice.