Despite decades of research on reading development and instructional practices that promote reading proficiency, millions of children in the United States still fail to acquire adequate reading skills. This article discusses factors that influence children’s difficulties in reading acquisition, but which have received less attention, relative to basic early literacy skills. Specifically, vocabulary knowledge, behavioral regulation, teacher knowledge and school factors, and individualized instruction predict whether children develop proficient reading skills. Particularly, they explain the reading difficulties of demographic groups that have historically experienced the lowest reading achievement: children living in poverty and English learners. The article offers recommendations and implications for policy.
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