Inequality and the Home Learning Environment: Predictions about Seven-Year-Olds' Language and Literacy

Autor/in	Hartas, Dimitra
Titel	Inequality and the Home Learning Environment: Predictions about Seven-Year-Olds' Language and Literacy
Quelle	In: British Educational Research Journal, 38 (2012) 5, S.859-879 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2011.588315
Schlagwörter	Foreign Countries; Cohort Analysis; Longitudinal Studies; Student Attitudes; Student Characteristics; Predictor Variables; Literacy; Language Skills; Socioeconomic Background; School Attitudes; Family Characteristics; Family Environment; Homework; Educational Policy; Parent Participation; Parents as Teachers; Academic Achievement; Elementary School Students; Mothers; Parent Student Relationship; Early Experience; Reading Habits; Statistical Analysis; Questionnaires; Factor Analysis; Predictive Measurement; United Kingdom; British Ability Scales; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Kohortenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Prädiktor; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Sozioökonomische Lage; Familienmilieu; Hausaufgabe; Politics of education; Bildungspolitik; Elternmitwirkung; Schulleistung; Mother; Mutter; Frühbeginn; Reading habit; Lesegewohnheit; Statistische Analyse; Fragebogen; Faktorenanalyse; Großbritannien
Abstract	Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio-economic background to children's language and literacy at the end of Key Stage 1 (age seven-years-old). Consistently with previous studies, the findings showed that family's socio-economic background made a substantive contribution to teacher-rated language and literacy. Moreover, children's characteristics and attitudes to school as well as certain aspects of the home learning environment explained a significant amount of variance in language and literacy. Homework support and book reading, however, were not found to associate with children's language and literacy outcomes, despite a high percentage of parents being involved with home learning support routinely. These findings are likely to contribute to debates regarding the role of home learning in reducing underachievement, drawing important implications for family policy. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10