000			02060nam a22002777a 4500
003			ZW-GwMSU
005			20210427092334.0
008			210426b ||||| |||| 00| 0 eng d
022			_a00049441
040			_aMSU _cMSU _erda
100	1		_aBuckingham, Jennifer _eauthor
245	1	0	_aWhy poor children are more likely to become poor readers: the school years _ccreated by Jennifer Buckingham
264			_aLos Angeles _bSage _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume 57 , number 3 , _aAustralian Journal of Education
520			_aSocioeconomic status at the individual- and school-level are positively related to literacy achievement in all English-speaking countries. The components of socioeconomic status – income, parent education and parent occupation – are each statistically significant predictors of school literacy achievement but they are primarily a proxy for more directly salient factors. This literature review outlines the factors that are most strongly implicated in literacy achievement. At the individual-level, they are early literacy ability, gene–environment interactions, home learning environment, time spent reading, sleep, school attendance and school mobility. At the school-level, they are school practices and teacher quality, including quality of initial reading instruction. These factors are interactive; not only are socioeconomically disadvantaged children more likely to experience these conditions, they are also more adversely affected by them than their more advantaged peers. This review concludes that understanding the nature of the relationship between socioeconomic status and literacy is the key to mitigating it.
650	4		_aLiteracy _x Socioeconomic status
650	4		_aFamily environment
650	4		_a Teacher effectiveness _xSchools
700	1		_aWheldall, Kevin _eauthor
700	1		_aBeaman-Wheldall, Rabyn _eauthor
856			_uhttps://doi.org/10.1177/0004944113495500
942			_2lcc _cJA
999			_c156701 _d156701