Understanding differences in children’s reading ability by social origin and gender: The role of parental reading and pre- and primary school exposure in Ireland

McGinnity, Frances; Russell, Helen; Smyth, Emer; Murray, Aisling; McMullin, Patricia

doi:10.1016/j.rssm.2022.100729

Cited by 4 publications

(3 citation statements)

References 59 publications

(75 reference statements)

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“…In addition to the Swedish study, larger SES achievement gaps among boys than girls have been observed in several studies in several Western countries: Denmark, the United Kingdom, and the United States ( Entwisle et al, 2007 ; Penner and Paret, 2008 ; Mensah and Kiernan, 2010 ; Glaesser and Cooper, 2012 ; Brenøe and Lundberg, 2018 ; Autor et al, 2019 ). However, this finding was not replicated in several other studies, similarly conducted in Western countries: New Zealand, Norway, Ireland, the United Kingdom, and the United States ( Gibb et al, 2008 ; Fryer and Levitt, 2010 ; Strand, 2014 ; Lenes et al, 2022 ; McGinnity et al, 2022 ). Thus, while theorists have predicted larger SES achievement gaps among boys than girls, empirical studies in Western countries have not robustly obtained this finding.…”

Section: Introductionmentioning

confidence: 63%

“…More than 30 years ago, a Swedish study found that SES gaps in scores achievement tests United Kingdom, and the United States (Gibb et al, 2008;Fryer and Levitt, 2010;Strand, 2014;Lenes et al, 2022;McGinnity et al, 2022). Thus, while theorists have predicted larger SES achievement gaps among boys than girls, empirical studies in Western countries have not robustly obtained this finding.…”

Section: Introductionmentioning

confidence: 99%

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Cultural variation in the SES-gender interaction in student achievement

Eriksson,

Lindvall

2023

Front. Psychol.

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IntroductionIs the socioeconomic gap in academic achievement larger among boys than girls? Several scholars have proposed such an interaction between socioeconomic status (SES) and gender. Prior empirical studies have yielded mixed evidence, but they have been conducted almost exclusively in Western countries. Here we propose the hypothesis that the SES-gender interaction is stronger in less gender-equal societies.MethodsWe estimated the SES-gender interaction in 36 countries using data from two international large-scale assessments (PIRLS and TIMSS). The degree of gender equality was measured by the Global Gender Gap Index.ResultsConsistent with the hypothesis, the SES-gender interaction was stronger in societies with less gender equality.DiscussionOur findings suggest that cultural factors determine how the socioeconomic achievement gap differs between boys and girls.

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Section: Introductionmentioning

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Cultural variation in the SES-gender interaction in student achievement

Eriksson,

Lindvall

2023

Front. Psychol.

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“…Research also indicates that the frequency of book-reading interactions between parents and children matters. Specifically, children who are read to three times per week or more do better academically than children who are read to less [22], and studies show that reading frequency is determined by social background and the child's gender [11,47]. Parents with higher socio-economic status and/or higher educational levels read more to their children, and evidence gathered in Canada, the UK and the US indicates that parents spend more time reading to their preschool daughters than to their sons [48].…”

Section: Review Of the Literaturementioning

confidence: 99%

Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA

Araújo,

Costa

2023

Education Sciences

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The benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from ILSAs, this study shows the relationship between reading to young children in the home context and their later reading performance. Specifically, we use the Program for International Reading Literacy Study (PIRLS) 2011, which tests fourth-grade students, and the Program for International Student Assessment (PISA) 2018, which is used for the assessment of 15-year-olds. Data sources from these surveys include the mean reading performance of similar cohorts of students and home/parental questionnaires that include questions about the frequency of home book-reading, as well as other background variables. Linear regression analyses show a positive and significant relationship, both at the fourth-grade level and in secondary school, between students’ performance and having been read to at home during early childhood. These findings indicate that the advantages associated with book reading in the early years are maintained throughout students’ schooling. In addition, the analysis shows that, in both surveys, girls score higher than boys in reading, and that there is a positive association between parental education and reading achievement. Implications about how children’s early literacy development sets the foundation for future educational achievement are discussed, namely in the context of country-specific reading initiatives and reading practices.

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Parental investment or parenting stress? Examining the links between poverty and child development in Ireland

Li,

Chzhen

2023

European Societies

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Understanding differences in children’s reading ability by social origin and gender: The role of parental reading and pre- and primary school exposure in Ireland

Cited by 4 publications

References 59 publications

Cultural variation in the SES-gender interaction in student achievement

Cultural variation in the SES-gender interaction in student achievement

Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA

Parental investment or parenting stress? Examining the links between poverty and child development in Ireland

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