Why Poor Children Are More Likely to Become Poor Readers: The School Years

Autor/inn/en	Buckingham, Jennifer; Wheldall, Kevin; Beaman-Wheldall, Robyn
Titel	Why Poor Children Are More Likely to Become Poor Readers: The School Years
Quelle	In: Australian Journal of Education, 57 (2013) 3, S.190-213 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944113495500
Schlagwörter	Socioeconomic Influences; Reading Achievement; Reading Skills; Correlation; Environmental Influences; Genetics; Family Environment; Reading Habits; Sleep; Attendance; Student Mobility; Teaching Methods; Teacher Competencies; Educational Quality; Disadvantaged Youth; Low Income Students; Foreign Countries; Physical Health; Behavior Problems; Reading Instruction; Australia; Progress in International Reading Literacy Study; National Assessment Program Literacy and Numeracy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Leseleistung; Reading skill; Lesefertigkeit; Korrelation; Environmental influence; Umwelteinfluss; Humangenetik; Familienmilieu; Reading habit; Lesegewohnheit; Schlaf; Anwesenheit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Quality of education; Bildungsqualität; Benachteiligter Jugendlicher; Ausland; Gesundheitszustand; Leseunterricht; Australien
Abstract	Socioeconomic status at the individual- and school-level are positively related to literacy achievement in all English-speaking countries. The components of socioeconomic status -- income, parent education and parent occupation -- are each statistically significant predictors of school literacy achievement but they are primarily a proxy for more directly salient factors. This literature review outlines the factors that are most strongly implicated in literacy achievement. At the individual-level, they are early literacy ability, gene-environment interactions, home learning environment, time spent reading, sleep, school attendance and school mobility. At the school-level, they are school practices and teacher quality, including quality of initial reading instruction. These factors are interactive; not only are socioeconomically disadvantaged children more likely to experience these conditions, they are also more adversely affected by them than their more advantaged peers. This review concludes that understanding the nature of the relationship between socioeconomic status and literacy is the key to mitigating it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01