Children and Adolescents From Poverty and Reading Development: A Research Review

Bhattacharya, Alpana

doi:10.1080/10573560903547445

Cited by 22 publications

(12 citation statements)

References 51 publications

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“…The direct effect at age 10 was less than half the size of that observed at age 7, but the indirect effect at age 10 was over three times larger. This finding of 'developmental internalization' (Sammons et al, 2013) is wholly in-keeping with past research that has demonstrated how background factors alter children's educational trajectories (e.g., Aikens & Barbarin, 2008;Bhattacharya, 2010).…”

Section: Discussionsupporting

confidence: 88%

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Unpacking socio‐economic risks for reading and academic self‐concept in primary school: Differential effects and the role of the preschool home learning environment

Crampton

Hall

2017

Brit J of Edu Psychol

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Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept.

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Section: Discussionsupporting

confidence: 88%

“…In turn, high socio-economic risk probabilistically predicts poorer parent, family, and child outcomes. These associations include less enriching home learning environment (Aikens & Barbarin, 2008;Evangelou, Sylva, Kyriacou, Wild, & Glenny, 2009) and poorer reading abilities (Bhattacharya, 2010;Cunningham, 2006;Neuman, 2006).…”

mentioning

confidence: 99%

Unpacking socio‐economic risks for reading and academic self‐concept in primary school: Differential effects and the role of the preschool home learning environment

Crampton

Hall

2017

Brit J of Edu Psychol

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“…As Table 4.13 shows, ninety-two percent of the students interviewed received free/reduced lunch, which is over the percentage of students receiving free/reduced lunch in the school (approximately seventy-four percent for the school that year). However, this is in accordance with the literacy research that says that there is a strong correlation between poverty and reading achievement (Hernandez, 2012;Allington & Franzen, 2012;Bhattacharya, 2010). This is a nationwide trend that has been documented by literacy experts.…”

Section: Student Interviewssupporting

confidence: 67%

Reading achievement in a large urban school district : an analysis of the effects of four reading programs on the reading growth of four reading ability groups.

Anderson

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“…There is strong empirical evidence attesting to the literacy achievement gap worldwide between children from higher income families and those from low-income families (Bradley et al, 2001;Fleish, 2008;Pretorius, 2008;Bhattacharya, 2010). The strong correlation between poverty and reading achievement is not due to poverty per se or to inherent differences between children from more affluent homes and poor homes, but due to the barriers or constraints on learning that poverty can create.…”

Section: The Social Contextmentioning

confidence: 95%

Issues of complexity in reading: Putting Occam's razor aside for now

Pretorius

2010

Southern African Linguistics and Applied Language Studies

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In this article Occam's razor is used as metaphor to show how different conceptualisations of reading have tended to shave off or exclude important reading variables from their accounts, thus compromising our understanding of reading as a complex phenomenon. It is argued that, although reading and language are inextricably bound, reading is a highly complex system in its own right and, as such, approaches to reading should take account of this complexity and build it into their explanations of how reading works, how it develops and how it is practised. The foundations of a reading theory should include the visual symbolic writing system, the cognitive and linguistic systems, the neuronal underpinnings of cognitive-linguistic operations, the affective dimension of reading and the broader social context in which literacy is enacted, and should explicate the relationships between all these variables. It is also argued that in order to address the literacy challenges in South Africa we need to be well informed about reading and that approaches that articulate the complexity of reading will serve us better than unidimensional approaches.

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Children and Adolescents From Poverty and Reading Development: A Research Review

Cited by 22 publications

References 51 publications

Unpacking socio‐economic risks for reading and academic self‐concept in primary school: Differential effects and the role of the preschool home learning environment

Unpacking socio‐economic risks for reading and academic self‐concept in primary school: Differential effects and the role of the preschool home learning environment

Reading achievement in a large urban school district : an analysis of the effects of four reading programs on the reading growth of four reading ability groups.

Issues of complexity in reading: Putting Occam's razor aside for now

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