Reconsidering SES and gender divides in literacy achievement: are the gaps across social class and gender necessary?

Raag, Tarja; Kusiak, Karen; Tumilty, Meredith; Kelemen, Anna; Bernheimer, Hilana; Bond, Jessica

doi:10.1080/01443410.2011.599835

Cited by 12 publications

(11 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It should be noted here that no differences were observed in phonological awareness as assessed by an alliteration task. This is consistent with other studies, which have found no significant sex differences using a variety of phonological awareness tasks (Kelman, 2007;Raag et al, 2011).…”

Section: Discussionsupporting

confidence: 93%

Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

Deasley

Evans

Nowak

et al. 2016

Canadian Journal of School Psychology

View full text Add to dashboard Cite

In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated storybooks. Girls outperformed boys on tests of emergent literacy. Engagement while listening to books being read was highest for storybooks but there was a sex by condition effect: Boys were less engaged with complex alphabet books than the other book types, whereas girls were less engaged with simple alphabet books than storybooks. During independent reading, both sexes spent significantly more time on-task in the eBook condition but less of their activity involved letter-related behaviours (e.g., saying letter names). Boys spent less time involved in letter-related behaviour than girls. This research contributes to identifying and promoting factors related to early academic success.

show abstract

Section: Discussionsupporting

confidence: 93%

Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

Deasley

Evans

Nowak

et al. 2016

Canadian Journal of School Psychology

View full text Add to dashboard Cite

show abstract

“…Sentence imitation or recall is variously considered as a measure of expressive syntax (Schatschneider et al, 2004) or phonological memory (Alloway & Gathercole, 2005) and is predictive of risk for reading difficulty (Catts, Fey, Zhang, & Tomblin, 2001). Mother's education has been found as a significant predictor of reading outcomes including reading comprehension (Catts et al, 2001) and letter and word recognition (Raag et al, 2011;Tichnor-Wagner, Garwood, Bratsch-Hines, & Vernon-Feagans, 2015). Mother's education is also used as a proxy for socioeconomic status (Lonigan, 2015) and is related to other environmental factors pertaining to literacy such as household income (Lonigan, Burgess, Anthony, & Barker, 1998), frequency of home literacy activities (Lonigan, 2015) and print knowledge (Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000).…”

Section: Implications For Theory Policy and Practicementioning

confidence: 99%

Predicting word reading ability: a quantile regression study

McIlraith

2016

Journal Research in Reading

View full text Add to dashboard Cite

Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first‐grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well‐known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading‐related outcomes. What is already known about this topic Early predictors of word reading are well established, with letter knowledge, phonological awareness and rapid automatised naming identified as key predictors. These relationships are primarily investigated in average readers, or in groups of good and poor readers separated by an arbitrary cut‐off score. What this paper adds In this study, we used quantile regression to determine significant predictors of word reading across a range of word reading abilities. The quantile regression approach avoids the loss of power that can arise when creating subgroups and has none of the issues associated with the use of a single, arbitrary cut-off score to separate good and poor readers. Letter knowledge and phonological awareness were significantly predictive of word reading across the distribution of word reading abilities, whereas rapid automatised naming was significant only for good readers, and sentence recall was significant only for poor readers. Implications for theory, policy and practice Results reinforce the usefulness of measures such as letter knowledge, phonological awareness and sentence repetition in the early identification of children at risk for reading disabilities. Results also suggest that measures of rapid naming may add little unique information in differentiating between children who subsequently read in the below‐average range.

show abstract

“…Other studies on early reading acquisition allow for a more detailed inspection of the relations between SES and the components of reading. For instance, Raag, Kusiak, Tumilty, Kelemen, Bernheimer and Bond (2011) found SES-related differences in several early literacy tasks at fall time in the last year of kindergarten. The measures included letter identification, letter-sounds assessments and reading of short texts.…”

Section: Introductionmentioning

confidence: 99%

The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic

2022

View full text Add to dashboard Cite

The relations between socioeconomic status (SES) and language skills at the onset of reading acquisition has not received much attention in research. In this study, a standardized battery of oral and written language tests was administered to 127 Arabic-speaking children at the end of first grade. SES-related differences were found in a line of oral language measures (vocabulary, syntax, morphology, and listening comprehension), but not in phonological awareness (PA) and rapid automatized naming (RAN), nor in any of the reading components (decoding, word reading, reading comprehension and orthographic knowledge). These findings point to a distinction between two groups of language skills with regard to their relations with SES in the first year of reading instruction. The results imply that SES should not be regarded as a mediating factor in the development of PA, RAN and reading in first grade among novice readers of Arabic.

show abstract

Reconsidering SES and gender divides in literacy achievement: are the gaps across social class and gender necessary?

Cited by 12 publications

References 17 publications

Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

Predicting word reading ability: a quantile regression study

The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic

Contact Info

Product

Resources

About