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

Tarja Raaga* Karen Kusiaka Meredith Tumiltya Anna Kelemena Hilana Bernheimera  Jessica Bonda

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

机译：重新考虑SES和识字成就中的性别鸿沟：社会阶层和性别之间的差距是否必要？

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This study evaluated factors within families that enhance kindergarten reading readiness of children and are also linked to maternal education (a common proxy for SES). We were interested in identifying factors that would be more accessible to families and school administrators as sources of potential change than broad and un-malleable reflections of socio-economic status. Consistent with current research, we found that maternal education had a broad impact on the reading readiness of children. Maternal education was linked to the amount of time children spent with non-literary media (television, computers, videos, video games). Re-running analyses using time with media as a covariate resulted in reduced differences in reading outcomes of children as a function of maternal education. Effects of maternal education were reduced by the end of the kindergarten year, indicating that literacy programming implemented by the school was successful in closing this academic gap.View full textDownload full textKeywordskindergarten, gender, beginning readerRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01443410.2011.599835

机译：这项研究评估了家庭内部的因素，这些因素可以增强儿童的幼儿园阅读准备水平，并且还与产妇教育（SES的常见替代物）相关。我们感兴趣的是，找出比家庭社会经济地位的广泛且无害的反映更容易被家庭和学校管理者用作潜在变化源的因素。与当前的研究一致，我们发现，母亲教育对儿童的阅读准备有广泛的影响。产妇教育与儿童在非文学媒体（电视，计算机，视频，视频游戏）上度过的时间有关。使用时间作为媒介进行协变量的重新运行分析，可以降低由于母亲教育而导致的儿童阅读结果的差异。到幼儿园年末，孕产妇教育的效果有所降低，这表明学校实施的扫盲计划已成功地弥补了这一学术差距。查看全文下载全文关键字sketchgarten，性别，初学者相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01443410.2011.599835

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《Educational Psychology: An International Journal of Experimental Educational Psychology》 |2011年第6期|p.691-705|共15页
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Tarja Raaga* Karen Kusiaka Meredith Tumiltya Anna Kelemena Hilana Bernheimera Jessica Bonda;
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入库时间 2022-08-18 00:52:55

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

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