Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty
Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty
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DOI：
10.1016/j.learninstruc.2019.101218
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发表时间：
2019-10-01
影响因子：
6.2
通讯作者：
Lervag, Arne
中科院分区：
文献类型：
--
作者：
Dolean, Dacian;Melby-Lervag, Monica;Lervag, Arne
学习有效阅读是儿童在学校必须学习的主要技能之一，对于在现代社会中发挥作用至关重要。即使儿童的阅读技能似乎与他们的社会经济地位有关，也只有少数研究探讨了社会经济地位与严重贫困儿童阅读技能的发展之间的关系。这项研究追踪了322名7至9岁面临严重贫困的罗姆儿童，并将他们与178名罗马尼亚非罗姆儿童进行了比较。罗姆儿童的初始阅读能力较差，阅读技能发展较慢。与以前的研究不同，在控制了其他众所周知的阅读的认知和语言预测因素后，SES确实解释了阅读技能的增长。在罗姆儿童中，社会经济地位对阅读增长的影响部分是由缺课介导的。因此，针对面临严重贫困的罗姆儿童的干预措施需要既针对阅读教学的质量，也针对这些儿童生活的更广泛方面。
Learning to read efficiently is one of the main skills that children has to learn in school and is important in order to functioning well in modern society. Even if children's reading skills seem to be related to their socioeconomic status, only a few studies have examined how SES is related to the development of reading skills in children facing severe poverty. This study traced 322 Roma children facing severe poverty from 7 through 9 years and compared them with an unselected sample of 178 Romanian non-Roma children. The Roma children had both poorer initial reading and a slower growth of their reading skills. In contrast to previous studies, SES did explain growth in reading skills after controlling for other well-known cognitive and linguistic predictors of reading. Among the Roma children, the effects of SES on reading growth were partly mediated by school absence. Thus, interventions directed at Roma children facing severe poverty need to target both the quality of reading instruction and broader aspects of these children's lives.