Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

2011 ◽  
Vol 55 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Kajsa Yang Hansen ◽  
Monica Rosén ◽  
Jan‐Eric Gustafsson
Keyword(s):  
Reading Achievement ◽  
Economic Status ◽  
Socio Economic Status ◽  
Multi Level

scholarly journals Measuring the Effect of Parents’ Socio-economic Status and Early Literacy Experience on Moroccan Students’ Reading Comprehension Development: An Illustration from PIRLS 2016

2019 ◽  
Vol 4 (3) ◽  
pp. 275
Author(s):  
Neirouz Nadori
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Early Literacy ◽  
Educational Level ◽  
Economic Status ◽  
Socio Economic Status ◽  
Home Based ◽  
Comprehension Development ◽  
Before School ◽  
Literacy Experience

<p><em>Because students’ reading development is a subject to many influences, home-based factors constitute important components in this process. Parents socio-economic status (parents’ occupation and educational level) as well as early literacy experience before school are strongly linked to students’ reading comprehension achievement. However, less is known about home-based effects on Moroccan students’ reading comprehension development. This research is concerned with investigating the relations between early literacy experience before school, parents’ occupation and educational level and reading comprehension development. This study is framed within developmental systems framework. This perspective states that influences on reading achievement do not exist in isolation and that we must direct attention towards examining the interactions between the different layers of the systems (psychological and contextual factors) and the learners’ developmental outcomes (reading comprehension achievement).  The reading comprehension is measured based on two reading purposes; a) reading for literary experience, b) reading to acquire and use information. Data of 7805 grade 4 students participating in PIRLS 2016 (Progress in International Reading Literacy Study) is investigated. A multilevel linear regression analysis is used to model the relationship between parents’ SES, early literacy experience and reading comprehension achievement. These home-based factors explain 15% of variance in reading achievement. Early literacy activities before school and parents’ educational level, particularly fathers’ education have a substantial impact on reading comprehension achievement. These findings have important practical implications for encouraging early literacy experience before school and enhancing parents’ educational involvement</em></p>

Oral Language Behavior of Older Cerebral Palsied Children

1964 ◽  
Vol 7 (4) ◽  
pp. 349-359 ◽  
Author(s):  
Russell J. Love
Keyword(s):  
Oral Language ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Language Behavior ◽  
Hearing Acuity

A battery of six tests assessing various aspects of receptive and expressive oral language was administered to 27 cerebral palsied children and controls matched on the variables of age, intelligence, sex, race, hearing acuity, socio-economic status, and similarity of educational background. Results indicated only minimal differences between groups. Signs of deviancy in language behavior often attributed to the cerebral palsied were not observed. Although previous investigators have suggested consistent language disturbances in the cerebral palsied, evidence for a disorder of comprehension and formulation of oral symobls was not found.

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