Why poor children are more likely to become poor readers: the early years

Buckingham, Jennifer; Beaman, Robyn; Wheldall, Kevin

doi:10.1080/00131911.2013.795129

Cited by 105 publications

(78 citation statements)

References 107 publications

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“…A research review by the authors (Buckingham et al, 2013) describes the risk factors associated with impaired early literacy development among socioeconomically disadvantaged children, including the early (prior to school) home learning environment and preschool attendance and quality.…”

Section: Early Literacy Abilitymentioning

confidence: 99%

Why poor children are more likely to become poor readers: The school years

Buckingham

Wheldall

Beaman-Wheldall

2013

Australian Journal of Education

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127

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Socioeconomic status at the individual-and school-level are positively related to literacy achievement in all English-speaking countries. The components of socioeconomic statusincome, 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 schoollevel, 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.

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Section: Early Literacy Abilitymentioning

confidence: 99%

Why poor children are more likely to become poor readers: The school years

Buckingham

Wheldall

Beaman-Wheldall

2013

Australian Journal of Education

Self Cite

127

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“…[23]). It has been characterised as a multi-dimensional factor, which evaluates the nature, timing, and persistence of poverty in the population (Brooks-Gunn and Duncan, 7 [24]). Even though there is no agreement about the way to evaluate SES, most authors agree to include some quantification of, at least, parental education, family income, and occupational status.…”

Section: Importance Of Early Child Developmentmentioning

confidence: 99%

Attendance in early childhood education and care programmes and academic proficiencies at age 15

Balladares

Kankaraš

2020

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…While numerous pathways exist to explain the complex relationship between socioeconomic status and literacy, the influence appears largely attributable to the quality of the home literacy environment (Buckingham, Beaman, and Wheldall, 2014).…”

Section: Caregivers' Decisions To Visit the Librarymentioning

confidence: 99%

“…The home literacy environment has been conceptualised as both passive and active (Burgess, Hecht, and Lonigan 2002). Passive aspects of the home literacy environment include access to books and shared reading and literacy related activities such as library visits, whereas active aspects involve the direct teaching of print concepts, letters, and sounds (Buckingham, Beaman, and Wheldall 2014). Studies have linked higher levels of passive aspects of home literacy environments to vocabulary and oral language ability (Bracken and Fischel 2008;Cunningham 2008, Sénéchal andLeFevre 2002), and higher levels of active aspects to phonological awareness (Burgess, Hecht, and Lonigan 2002;Hindman and Morrison 2012;Kirby and Hogan 2008).…”

Section: Caregivers' Decisions To Visit the Librarymentioning

confidence: 99%