Economic and social level of the family, school and home literacy context
its impact on the literacy process in children from underprivileged neighborhoods.
DOI:
https://doi.org/10.11600/ale.v14i1.676Keywords:
NES escolar, NES individual, alfabetización, niños, pobrezaAbstract
This research study aims to analyze impact of individual and scholar social-economic status (SES) and home literacy environment in reading acquisition of a group of children growing up in poverty.
Based on a non-experimental cross-correlational quantitative design, a spelling test was administered to a group of 87 children (between 8 and 12 years of age) of poor neighborhoods. Interviews of home literacy environment and familiar social economic status were administered to children’s families. Sholar social economic status was calculated as school attended by children and their neighborhoods.
Results indicate associations between spelling and individual, scholar socio economic status and home literacy context.
A more in-depth analysis of the results indicated that spelling performance was mainly explained by scholar SES.
The data presented indicate a strong impact of the quality of educational opportunities to which children living in contexts of poverty are exposed.
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