Abstract

One of the most important transition points for children during childhood is the transition to formal schooling. Studies have shown that these early school years set the trajectory for children’s academic performance throughout their schooling, especially in the area of reading (Alexander & Entwisle, 1988; Juel, 1988; Morrison & Connor, chapter 12 this volume; Vernon-Feagans, 1996; Vernon-Feagans & Blair, 2006). These studies have shown that children who do not progress quickly in reading in the early school years, have a difficult time catching up in the later elementary years. For instance, Juel (1988) found that “the probability that a child would remain a poor reader at the end of fourth grade if the child was a poor reader at the end of first grade was .88%” (p. 440).