Presenting at a research conference (6 points)

In November 2025, I had the pleasure of attending and presenting my research project at the Annual Biomedical Conference for Minoritized Students (ABRCMS). My project was titled “Do Kindergarten Reading Achievement and Socioeconomic Status Affect Sixth Grade Reading Achievement?”  Previous studies have shown that kindergarten reading levels are indicative of future reading skills. These results suggest that the reading level in kindergarten is paramount to future educational achievement levels and highlight that the time to build and improve upon reading skills is before the child reaches kindergarten. Because students are constantly building upon their reading skills throughout their educational journey, it is imperative to start out with a solid reading foundation before kindergarten so that they do not fall behind. Reading difficulties include but are not limited to, trouble with phonics, fluency, and comprehension. Teachers and parents who are aware of the potential reading difficulties can aid their students in building a strong reading foundation in kindergarten and help repair reading difficulties with early intervention if needed so that the children may succeed in every aspect of their lives. Early intervention tactics before second grade are crucial in order to be prepared and catch up with their peers for the middle school years (typically 6th-8th grade). 

Therefore, I hypothesized that higher socioeconomic status and higher reading levels in kindergarten would lead to higher reading levels in sixth grade. The purpose of the research was to determine whether kindergarten reading levels and socioeconomic status (SES) in kindergarten impact the child’s reading levels in sixth grade. The sample was from a longitudinal study on cognition and educational achievement in 198 African-American children studied from pre-k to 8th grade. The present research focused on the kindergarten, third-grade, and sixth-grade time points of data collection, which had approximately 170, 150, and 50 returning participants, respectively. Reading achievement was measured using tests from the Woodcock-Johnson Tests of Achievement. Multiple regression analyses were conducted, with age in kindergarten as a covariate variable. Reading achievement in kindergarten predicted reading achievement in sixth grade. However, socioeconomic status in kindergarten did not predict reading achievement in sixth grade. Results suggested that reading achievement in kindergarten is paramount to future achievement levels and highlight that the time to build and improve upon reading skills is before the child reaches kindergarten. 

    

    Attending and presenting at this conference influences my goals and aspirations by expanding my horizons on what I can pursue for a graduate school program. While here, I networked with graduate school admissions representatives and received few waivers for graduate school applications. I used the free waivers I received and have finished applying for 

graduate school programs, and expect to hear back from them soon. I have submitted my research abstract to SEPA/CEPO, and I have been accepted to present this March.

-Anaya Stenson