Schooling, Socioeconomic Context and Literacy Development

Autor/inn/en	D'Angiulli, Amedeo; Siegel, Linda S.; Hertzman, Clyde
Titel	Schooling, Socioeconomic Context and Literacy Development
Quelle	In: Educational Psychology, 24 (2004) 6, S.867-883 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	School Activities; Kindergarten; Reading Failure; Literacy; Reading Difficulties; Foreign Countries; Socioeconomic Status; Elementary School Students + Suchen Sie Ihr Suchwort? Reading disability; Reading weakness; Leseschwäche; Alphabetisierung; Schreib- und Lesefähigkeit; Reading difficulty; Leseschwierigkeit; Ausland; Socio-economic status; Sozioökonomischer Status
Abstract	This longitudinal study examined the relationship between schooling, literacy development, and socioeconomic context, as reflected by a composite measure of socioeconomic status (SES). Reading, spelling, and phonological abilities were assessed from kindergarten to grade three in Canadian children in a school district with intensive literacy activities. In kindergarten, there were significant associations between SES and all the abilities assessed but these associations declined systematically to non-significant levels by grade three. Risk and prevalence of reading failure also decreased with more schooling. The results suggest that the attenuation of the association between SES and literacy-related skills, and the progressive reduction of the risk for reading failure, were positive outcomes associated with the literacy school program, especially in the early grades. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10