Literacy Development of Students of Mexican Descent in the Rio Grande Valley: Implications & Challenges for Science of Teaching Reading

Abstract

Hispanic literacy development in the Southwestern United States is examined through standardized assessment data derived from recent National Assessment of Educational Progress (NAEP) and Texas Academic Performance Reports (TAPR). This longitudinal study focuses on significant variables across a spectrum of grade levels for Hispanics of Mexican descent. Results confirm the existence of a Fourth-grade Slump indicative of a steady decline in reading performance after fourth-grade. At the secondary level, a corresponding Matthew Effect is also detected—whereby students who decline in fourth-grade continue to decline in high school. Socioeconomic status (SES) and gender are correlated as mitigating factors for reading performance. Hispanic students who attended a more affluent high school overall showed moderately better reading scores. Hispanic males performed lower than females. Hispanic males with low SES are identified as being the most at-risk for reading failure in this region. Remediations recommended for alleviating these developmental literacy challenges include a rigorous implementation of Science of Teaching Reading (STR) especially at the earlier grade levels, as well as a promoting a positive awareness about the value of literacy across home, school, and community. Educators and administrators interested in Hispanic reading development along the Rio Grande Valley should find this longitudinal study informative.