Literaturnachweis - Detailanzeige
Autor/inn/en | Hemmerechts, Kenneth; Agirdag, Orhan; Kavadias, Dimokritos |
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Titel | The Relationship between Parental Literacy Involvement, Socio-Economic Status and Reading Literacy |
Quelle | In: Educational Review, 69 (2017) 1, S.85-101 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Agirdag, Orhan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1911 |
DOI | 10.1080/00131911.2016.1164667 |
Schlagwörter | Correlation; Socioeconomic Status; Elementary School Students; Literacy; Parent Child Relationship; Cultural Capital; Hierarchical Linear Modeling; Parent Participation; Surveys; Parent Background; Educational Attainment; Foreign Countries; Achievement Tests; International Assessment; Grade 4; Reading Tests; Reading Achievement; Reading Attitudes; Maximum Likelihood Statistics; Europe; Canada; Progress in International Reading Literacy Study Korrelation; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Survey; Umfrage; Befragung; Elternhaus; Bildungsabschluss; Bildungsgut; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Leseleistung; Reading behavior; Rading behaviour; Leseverhalten; Europa; Kanada |
Abstract | In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in literacy activities (before primary school) and an increasing level of reading literacy and parental education. Students with a lower SES also have lower reading literacy and reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in literacy activities is an adjustment for worse or better reading literacy during primary school. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |