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EJ979764 - Inequality and the Home Learning Environment: Predictions about Seven-Year-Olds' Language and Literacy

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ERIC #:	EJ979764
Title:	Inequality and the Home Learning Environment: Predictions about Seven-Year-Olds' Language and Literacy
Authors:	Hartas, Dimitra
Descriptors:	Foreign Countries; Cohort Analysis; Longitudinal Studies; Student Attitudes; Student Characteristics; Predictor Variables; Literacy; Language Skills; Socioeconomic Background; School Attitudes; Family Characteristics; Family Environment; Homework; Educational Policy; Parent Participation; Parents as Teachers; Academic Achievement; Elementary School Students; Mothers; Parent Student Relationship; Early Experience; Reading Habits; Statistical Analysis; Questionnaires; Factor Analysis; Predictive Measurement
Source:	British Educational Research Journal, v38 n5 p859-879 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	21
Pub Types:	Journal Articles; Reports - Research
Abstract:	Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio-economic background to children's language and literacy at the end of Key Stage 1 (age seven-years-old). Consistently with previous studies, the findings showed that family's socio-economic background made a substantive contribution to teacher-rated language and literacy. Moreover, children's characteristics and attitudes to school as well as certain aspects of the home learning environment explained a significant amount of variance in language and literacy. Homework support and book reading, however, were not found to associate with children's language and literacy outcomes, despite a high percentage of parents being involved with home learning support routinely. These findings are likely to contribute to debates regarding the role of home learning in reducing underachievement, drawing important implications for family policy. (Contains 6 tables.)
Abstractor:	As Provided
Reference Count:	25

Note:	N/A
Identifiers:	United Kingdom; Strengths and Difficulties Questionnaire; British Ability Scales
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0141-1926
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Elementary Education; Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1080/01411926.2011.588315

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