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ERIC Number: ED472520
Record Type: Non-Journal
Publication Date: 2002-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
Direct and Indirect Influences of SES on Home Literacy Activities and Kindergarten Reading Skills: Evidence from Early Childhood Longitudinal Studies.
Son, Seung-Hee Claire; Strasser, Katherine
Noting that families from different socioeconomic status groups (SES) showed differences in their literacy-related practices, this study examined the importance of considering home literacy activities and parental beliefs on early literacy skills as a potential mediator of SES on early reading. Data were obtained from the base year dataset of the Early Childhood Longitudinal Study Kindergarten class of 1998-99, a nationally representative cohort of children, with a total sample size of 14,741 from those kindergartners with valid data on all variables in the model. Structural equation modeling revealed that a number of factors within parental, parenting, and socioeconomic contexts came together to influence children's early reading. While SES influenced kindergarten reading skills indirectly through family literacy activities, which then influenced reading skills and children's approaches to learning, SES still had a strong direct impact on reading skills. Parenting beliefs did not mediate the relation between SES and home literacy activities. These findings demonstrate that there were multiple pathways through which SES influenced children's reading skills and there is still need to search for mediators that can explain SES differences in home literacy activities that lead to inequalities in later reading achievement. (Contains 34 references.) (Author/KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey