Meta-Analyzing the Impact of Family Socioeconomic Status on Children's Reading Development: Utilizing Structural Equation Modeling
Keywords:
socioeconomic status, children's reading development, literacy skills, parental involvementAbstract
This study examines the intricate relationship between family socioeconomic status (SES) and children's reading development, incorporating findings from a systematic literature review and meta-analysis. Through comprehensive synthesis and analysis of existing research, we elucidate the significant impact of SES on children's literacy outcomes, highlighting the pervasive influence of socioeconomic factors on reading proficiency. The meta-analysis reveals a consistent association between higher family SES and better reading outcomes among children, underscoring the importance of addressing socioeconomic disparities in literacy achievement. Furthermore, parental involvement emerges as a crucial mediating factor in this relationship, emphasizing the critical role of fostering parental engagement to promote children's literacy skills. Access to high-quality early childhood education programs is found to mitigate the negative effects of low SES on children's reading development, suggesting the importance of targeted interventions. Additionally, neighborhood characteristics are identified as important moderators of the SES-reading achievement association, emphasizing the contextual influences on children's reading development. By adopting a holistic approach to address socioeconomic disparities in children's reading outcomes, policymakers and practitioners can develop comprehensive interventions that promote equitable opportunities for all children to develop strong literacy skills.
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