ERIC Number: EJ1121065
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1911
EISSN: N/A
The Relationship between Parental Literacy Involvement, Socio-Economic Status and Reading Literacy
Hemmerechts, Kenneth; Agirdag, Orhan; Kavadias, Dimokritos
Educational Review, v69 n1 p85-101 2017
In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in literacy activities (before primary school) and an increasing level of reading literacy and parental education. Students with a lower SES also have lower reading literacy and reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in literacy activities is an adjustment for worse or better reading literacy during primary school.
Descriptors: Correlation, Socioeconomic Status, Elementary School Students, Literacy, Parent Child Relationship, Cultural Capital, Hierarchical Linear Modeling, Parent Participation, Surveys, Parent Background, Educational Attainment, Foreign Countries, Achievement Tests, International Assessment, Grade 4, Reading Tests, Reading Achievement, Reading Attitudes, Maximum Likelihood Statistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Europe; Canada
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A