Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts
Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts
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DOI：
10.1037/0022-0663.100.2.235
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发表时间：
2008-05-01
影响因子：
4.9
通讯作者：
Barbarin, Oscar
中科院分区：
文献类型：
--
作者：
Aikens, Nikki L.;Barbarin, Oscar
在本研究中，作者利用1998-1999年幼儿园队列的早期儿童纵向研究来检验家庭、学校和社区因素对社会经济地位（SES）对儿童早期阅读的影响程度。通过使用层次线性建模技术，估计生长曲线模型可以描述儿童从幼儿园到三年级的阅读轨迹。家庭特征对幼儿园初始阅读差异的预测贡献最大。这包括家庭文化环境，父母在学校的参与，以及父母的角色压力。然而，学校和社区条件比家庭特征对SES在阅读学习率上的差异贡献更大。学校特征与阅读结果之间的关联表明，学生群体的构成（以贫困集中度和学校中有阅读缺陷的儿童数量为指标）与阅读结果有关。研究结果表明，多种环境结合并与幼儿的阅读成就和成长有关，并有助于解释社会经济地位与阅读结果之间的强大关系。
In the present study, the authors use the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, to examine the extent to which family, school, and neighborhood factors account for the impact of socioeconomic status (SES) on children's early reading. Through the use of hierarchical linear modeling techniques, growth curve models were estimated to depict children's reading trajectories from kindergarten to 3rd grade. Family characteristics made the largest contribution to the prediction of initial kindergarten reading disparities. This included home literacy environment, parental involvement in school, and parental role strain. However, school and neighborhood conditions contributed more than family characteristics to SES differences in learning rates in reading. The association between school characteristics and reading outcomes suggests that makeup of the student population, as indexed by poverty concentration and number of children with reading deficits in the school, is related to reading outcomes. The findings imply that multiple contexts combine and are associated with young children's reading achievement and growth and help account for the robust relation of SES to reading outcomes.